ethanporcaro/eric-fulltext-meta huggingface dataset:
How Did We Get Here? Timelines Showing Changes to Maths Education in England and the United States
Author: Majewska, Dominika
Date: 2022-08-16
Type: Reports - Descriptive
Subjects: Foreign Countries,Mathematics Education,Educational Change,Educational History,Time Perspective,Public Education,Mathematics Instruction,Academic Standards,Curriculum,Educational Trends,Elementary Secondary Education,Postsecondary Education

Timelines enhance comprehension and offer a pictorial aid in organising information in a chronological sequence so that growth, change, recurring events, cause and effect, and key events of historical, social, and scientific significance can be better understood. The timelines presented in this document show the journey that mathematics education has gone through over time in both England and the United States of America (US). The starting date for the timelines differs in the two countries, because they both start with key events for education in that country. The England timeline starts from 1861, with the investigation of how schooling should be provided to all children in England. The US timeline starts approximately a century earlier, in 1788, with the publication of a set of teaching protocols for arithmetic. The two timelines detail major changes in mathematics education since those respective dates, including the introduction of, and changes to, curricula/standards and changes to major qualifications. The US timeline also shows major themes throughout the history, such as the &quot;keeping maths in the hands of teachers&quot; theme between 1900-1930.
International Students and American Competitiveness
Author: Association of American Universities
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Foreign Students,School Business Relationship,Higher Education,Talent,Student Recruitment,Competition,Immigrants,Public Policy,STEM Education,Immigration,Entrepreneurship,Economics,National Security,Foreign Nationals,Foreign Countries,Policy

As the organizations representing the presidents of America's leading research universities and the chief executive officers of America's leading companies, the Association of American Universities and Business Roundtable recognize that the United States' continued global competitiveness depends on developing, attracting and retaining top international science, technology, engineering and math (STEM) talent. International students, scientists and engineers help drive cutting-edge research and development, fill job openings in critical STEM fields, advance national security and bolster the U.S. economy by generating new domestic startups and businesses. To ensure that America's doors remain open to international talent, this report highlights the importance of the international talent pipeline and examines the symbiotic relationship between academic institutions in the United States and the business community. The report shows the many ways that international talent bolsters our nation's economy and our innovation ecosystem; details the challenges to attracting and retaining international talent that exist throughout the U.S. immigration system; highlights the increasing competition we face from other countries in terms of attracting and retaining international talent; and presents public policy recommendations to ensure that the United States continues to attract the world's best and brightest.
Children of Incarcerated Parents: Development of Externalizing Behaviors across Adolescence
Author: Kjellstrand, Jean M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Institutionalized Persons,Parents,Children,Child Development,Adolescents,Child Behavior,Behavior Problems,Predictor Variables,Grade 5,Grade 6,Grade 7,Grade 8,Grade 10,Age Differences,Socioeconomic Status,Academic Achievement,Depression (Psychology),Symptoms (Individual Disorders)

Increasingly, &quot;children of incarcerated parents&quot; is becoming the label to describe a growing number of children with a history of parental incarceration. However, while these children and families frequently experience a variety of challenges, the web of interacting influences they face is complex. This variation makes it difficult to understand the effects of parental incarceration on children over time as well as to find solutions that help promote positive youth development for children impacted by parental incarceration. The current study uses latent growth curve (LGC) modeling to examine if parental incarceration during childhood predicts a higher initial level of externalizing behaviors by children in late childhood as well as the persistence and growth of these behaviors across adolescence. The analyses controlled for the influence of covariates that research has demonstrated are predictive of externalizing behaviors, including SES, gender, academic achievement, parental depression, and parent-child relationship quality. When controlling for the covariates, parental incarceration was not significantly related to child externalizing behaviors at baseline. However, parental incarceration was the sole predictor of an increase in externalizing problems over time. Implications for practice and research are discussed.
Fine Wine at Discount Prices? A Review of the Research on the Part-Time Faculty Workforce. Research &amp; Occasional Paper Series: CSHE.7.2022
Author: Christopher, Tami
Date: 2022-10-11
Type: Reports - Descriptive
Subjects: Part Time Faculty,College Faculty,Labor Force,Adjunct Faculty,Sociocultural Patterns,Personnel Selection,Work Environment,Teaching Experience

Although part-time faculty have long contributed specialized expertise to colleges and universities, their role has shifted away from specialized expertise as they have shouldered an increasing share of day-to-day teaching operations at colleges and universities. Today, part-time faculty provide higher education institutions a flexible workforce and a less expensive workforce alternative. Despite their significant impact, the research literature lacks an up-to-date integrative synthesis of the part-time faculty workplace on its own terms, an object of study unto itself instead of a less-than version of the full-time faculty workplace. In this paper, we summarize key themes from the existing research literature most relevant to the part-time faculty workplace, with attention to both the technical components of the workplace and the socio-cultural dimensions of part-time faculty members' daily work experiences.
Certification Patterns of Grades K-8 Teachers in Maine Public Schools
Author: Johnson, Amy F.
Date: 2021-06-00
Type: Reports - Research
Subjects: Public Schools,Elementary Education,Teacher Certification,Educational Change,Preschool Education,Mathematics,Sciences,English,Social Studies,Teacher Qualifications,Elementary School Teachers,Preschool Teachers,Public School Teachers

Recent policy conversations have discussed the possibility of narrowing the grade span of Maine's Elementary Education teaching endorsement. The certificate currently qualifies an individual to teach math, science, English Language Arts, or social studies from grades K through 8 and has been proposed to be changed to grades K (or possibly pre-K) to 6. At the top end of the K-8 grade span (grades 7 and 8) the primary concern about the current certification requirements is that the minimum academic preparation is inadequate to ensure deep knowledge of the middle school curriculum. The staffing challenges are different at the lower end of the K-8 grade spectrum. Public schools are increasingly offering public pre-kindergarten programs to four-year-old students. However, the elementary K-8 credential does not qualify a candidate to teach at 3 the preschool level; they must have an Early Childhood Teacher certificate to cover ages birth to five. This creates the opposite problem where the elementary endorsement is not flexible enough to allow a school to shift staff as needed between preschool and kindergarten grade levels unless they hold multiple endorsements. This article examines the credentials of public school teachers in Maine to see how many are certified under an Elementary Education (Grades K-8) teaching endorsement, and what additional endorsements teachers hold.
One Size Does Not Fit All--Inconsistent Effects of Inclusion on Learning and Psychosocial Adjustment of Children with Special Needs. Plain Language Summary. Education
Author: Campbell Collaboration
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Special Needs Students,Elementary Secondary Education,Inclusion,Learning,Student Adjustment,Psychological Patterns,Social Influences,Academic Achievement,Outcomes of Education,Literacy,Mathematics Achievement,Language Acquisition,Foreign Countries,Mainstreaming

This review aims to explore the effects of placing children with special needs in inclusive educational settings, compared with segregated placement on measures of academic achievement and psychosocial adjustment. A secondary aim is to explore how different child or setting characteristics (gender, age, type and severity of special need, part- or full-time inclusive education, and co-teaching) might moderate outcomes. The effects of placing children with special needs in grades K-12 into inclusive educational settings are inconsistent. Findings from this review suggest that, in general, inclusion neither increases nor decreases learning and psychosocial adjustment of children with special needs in the OECD countries. [This summary is based on &quot;The Effects of Inclusion on Academic Achievement, Socioemotional Development and Wellbeing of Children with Special Educational Needs&quot; (EJ1358852).]
Changing Requirements in Pennsylvania for High School Graduation. A Policy Brief on Pennsylvania Act 158
Author: Philadelphia Education Research Consortium (PERC)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: High School Students,Graduation Requirements,Career Readiness,College Readiness,State Legislation,Exit Examinations,Educational Policy,State Policy,Educational Change,School Districts,Policy Formation,High Stakes Tests,Equal Education,Scores,Biology,Algebra,Literature,Student Certification,Alternative Assessment,Credentials

Beginning with the class of 2023, graduating Pennsylvania high school students will need to demonstrate career or postsecondary preparedness in addition to meeting existing statewide graduation requirements. Act 158 of 2018 outlines five pathways to meeting this requirement, including two that rely exclusively on Keystone Exam performance and three pathways that allow for alternative demonstration of college or career readiness. This significant policy shift likely has implications for all Pennsylvania school districts, including the School District of Philadelphia (SDP). Over the next three years, the Philadelphia Education Research Consortium will be conducting research focused on this policy to understand its implications for SDP. The Philadelphia Education Research Consortium (PERC) is a research partnership between SDP's Office of Research and Evaluation and Research for Action, funded by the William Penn Foundation. In this policy brief, PERC: (1) outlines Act 158 and the new graduation requirements; (2) describes the evolution of the policy; (3) summarizes the previous research conducted on high-stakes graduation requirements in PA; and (4) highlights equity concerns that previous research has raised.
Changing the Finish Line: Implications of New Graduation Requirements in the School District of Philadelphia
Author: Vannata, Sean
Date: 2022-10-00
Type: Reports - Research
Subjects: High School Students,Graduation Requirements,School Districts,Career Readiness,College Readiness,Exit Examinations,Literature,Algebra,Biology,Student Certification,High Stakes Tests,Scores,State Legislation

Beginning with the class of 2023, Pennsylvania high school students will need to demonstrate career or postsecondary preparedness to meet statewide graduation requirements and receive a high school diploma. The new graduation requirements were enacted in 2018 by Pennsylvania's Act 158. They are intended to codify high standards for all students and improve student achievement across Pennsylvania, while also taking into account student strengths, interests, and career goals. As profiled in PERC's recent related brief, Act 158 outlines five pathways to demonstrating career or postsecondary preparedness, two of which--the Keystone pathways-- require demonstrating proficiency on Pennsylvania's end-of-course subject exams for Literature, Algebra, and Biology. The remaining three pathways to graduation--the alternative pathways--require that a student (1) either earn a &quot;Proficient&quot; Keystone exam score or acceptable course grades in each Keystone subject area; and (2) demonstrate college or career readiness through one or multiple alternative metrics, such as through an industry-based competency certification, successful completion of a service-learning project, or an internship or cooperative education program, among other metrics. This report examines historical performance on Keystone exams to explore the potential impact of the policy on students in the School District of Philadelphia's high schools. While data to understand the impact on graduation outcomes through each of the five pathways are not yet available, existing data on Keystone proficiency can provide insights into the Keystone proficiency and composite pathways. Thus, in this report, pre-pandemic administrative data for students in the classes of 2018 and 2019 who took Keystone exams while enrolled in District middle or high schools was used to see how many and which students would have met or almost met Keystone-associated requirements for graduation as defined by Act 158, had the policy been in effect at that time. [For the related brief, &quot;Changing Requirements in Pennsylvania for High School Graduation. A Policy Brief on Pennsylvania Act 158,&quot; see ED626029.]
Annual Report of the Committee on Accreditation to the Commission on Teacher Credentialing, 2021-22
Author: California Commission on Teacher Credentialing
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),COVID-19,Pandemics,School Visitation,Decision Making,Teacher Certification,Program Improvement,Teacher Education Programs,Accountability,Standards,Technical Assistance,Educational Quality,Faculty Development,Performance Based Assessment,Compliance (Legal),Program Evaluation,Administrator Education,Barriers,School Closing,Advisory Committees,Elementary Secondary Education,Kindergarten

The 2021-22 accreditation year continued to be impacted in significant ways by the ongoing nature of the worldwide COVID-19 pandemic. All accreditation activities, including site visits, were adjusted to reflect this new reality while maintaining full implementation of the system. This report presents information about the major activities of the accreditation system, the Committee on Accreditation (COA) decisions that were made, and some of the major areas of focus for academic year 2021-22.
Heterotypic and Homotypic Continuity: The Moderating Effects of Age and Gender
Author: Reinke, Wendy M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Behavior Problems,Psychopathology,At Risk Persons,Young Children,Depression (Psychology),Correlation,Anxiety Disorders,Attention Deficit Disorders,Research Methodology,Symptoms (Individual Disorders),Gender Differences,Age Differences,Predictor Variables

The longitudinal relationships between depression, anxiety, conduct problems, and inattention were investigated. The present study attempted to overcome the methodological limitations of prior research on childhood co-occurring syndromes by using continuous measures of constructs, controlling for multiple symptoms at baseline, and considering the role of age and gender. Using a community sample of 6-11 year-old children, we found evidence of homotypic and heterotypic continuity in baseline characteristics and their symptoms 5 years later. Notably, inattention and conduct problems were stable overtime regardless of age or gender. Additionally, inattention predicted subsequent depression, a relationship unaffected by overlapping psychopathology. With attention problems considered, conduct problems did not predict future depression as others have predicted. Instead, depression in young children was a unique risk factor for subsequent conduct problems. Similarly, most other relationships were moderated by age or gender. The implications for under-standing childhood psychopathology and for designing prevention and treatment programs are discussed. [This article was published in &quot;Journal of Abnormal Child Psychology&quot; (EJ811279).]
Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1
Author: Akerson, Valarie, Ed.
Date: 2020-00-00
Type: Collected Works - Proceedings
Subjects: Social Sciences,Higher Education,Hispanic American Students,Vocational Education,Foreign Countries,Cultural Background,Information Technology,Computer Mediated Communication,Instructional Design,Competency Based Education,International Cooperation,Internet,Ethics,Student Behavior,Athletics,Health,Beliefs,Academic Achievement,Intelligence,Personality Traits,Thinking Skills,Museums,Virtual Classrooms,Cognitive Processes,Kinetics,Employers,Expectation,Story Telling,College Programs,Graduates,Multimedia Materials,Manufacturing,Technology,Program Development,Bachelors Degrees,Minority Serving Institutions,Institutional Characteristics,Elementary Secondary Education

&quot;Proceedings of International Conference on Studies in Education and Social Sciences&quot; includes full papers presented at the International Conference on Studies in Education and Social Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After a peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]
Guidance Note: Research and Research Training. Version 2.0
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Academic Standards,Guidelines,Research Methodology,Research Training,Educational Quality,Public Agencies,Foreign Countries,Graduate Students,Undergraduate Students,Integrity,Instructional Design,Governance,Student Research

For the purposes of the &quot;Higher Education Standards Framework (Threshold Standards) 2021&quot; (HES Framework), research is defined as &quot;the creation of new knowledge and/or the use of existing knowledge in a new and creative way by a higher education provider so as to generate new concepts, methodologies, inventions and understandings.&quot; Research can be carried out in and between all fields and may involve a range of tools and media. This report presents the following guidance for research and research training: (1) What does research and research training encompass?; (2) What Tertiary Education Quality and Standards Agency (TEQSA) will look for; and (3) Identified issues.
First 5 Kern Annual Report 2021-2022
Author: Wang, Jianjun
Date: 2023-02-01
Type: Reports - Research
Subjects: Educational Finance,Taxes,Early Childhood Education,State Legislation,State Aid,Accountability,Program Effectiveness,Program Evaluation,Integrated Services,Child Health,Family Programs,Well Being,Child Development,State Programs,Resource Allocation

California voters decided to collect a 50 cent-per-pack tax on cigarette and other tobacco products and use the money to fund early childhood services under Proposition 10, California Children and Families First Act of 1998. In compliance to the legislative requirement of Result-Based Accountability (RBA) on the revenue spending, this report delineates evaluation findings from 39 programs that received over $8.8 million of the annual state investment in Kern County, the third largest county in California by land area. Following the RBA model, this report incorporates qualitative and quantitative analyses to present in-depth success stories and statistical results from extensive assessments of program effectiveness and service integration. A five-chapter structure is adopted to support dissemination of the multilevel findings in Fiscal Year 2021-2022 -- Built on description of the Commission leadership in Chapter 1, Chapter 2 contains assessment findings to address the results-based accountability across programs in Child Health, Family Functioning, and Child Development. Chapter 3 clarifies service partnership building in Systems of Care. Improvement of child wellbeing and family functioning is summarized in Chapter 4 to document the turning the curve process on important indicators of child wellbeing and parent support. The report concludes in Chapter 5 with a review of past recommendations and an introduction to new recommendations for next year. Netdraw, Quanteda in R, SAS and SPSS packages are employed to support data visualization, text analytics, and statistical computing. The report includes two appendices, 33 figures, 77 tables, and 151 reference items. [For &quot;First 5 Kern Annual Report 2020-2021,&quot; see ED618879.]
Studying Combinations of Kindergarten Transition Activities Provided to Children and Families. Research Brief. OPRE Report 2022-269
Author: Loewe, Stacy B. Ehrlich
Date: 2022-10-00
Type: Reports - Research
Subjects: Kindergarten,Young Children,Transitional Programs,Family Involvement,Preschool Teachers,Parents,Federal Programs,Low Income Students,Social Services,Learner Engagement,Student Adjustment

Existing research suggests that some transition activities (e.g., visits to kindergarten classrooms, home visits by teachers, sharing information with families) initiated by early care and education (ECE) settings, kindergarten teachers and elementary schools, and/or families can have small, positive associations with children's outcomes in kindergarten. This study examined combinations of kindergarten transition activities reported by both kindergarten teachers and parents to gain a comprehensive picture of supports that families experience. The authors identified: (1) Four common combinations of transition activities provided to and experienced by families, called Transition Activity Groups; (2) Whether these distinct combinations of transition activities differed for children who previously attended Head Start compared to other children; and (3) If those combinations of transition activities were associated with child and family outcomes and engagement in kindergarten. [This report was produced as part of the Head Start to Kindergarten (HS2K) Transitions Project. It was produced with the National P-3 Center.]