ethanporcaro/eric-fulltext-meta huggingface dataset:
Report on National Quality Framework and Regulatory Burden - Wave II
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2014-11-00
Type: Reports - Research
Subjects: Foreign Countries,Early Childhood Education,Child Care,Educational Administration,Administrator Attitudes,Educational Improvement,Compliance (Legal),National Standards,Program Evaluation,Program Improvement,Educational Quality,Child Caregivers,Caregiver Attitudes

This report is the second installment (Wave II) of the longitudinal study examining the perceptions and experiences of services under the National Quality Framework (NQF) with respect to their level of regulatory burden. The Wave II perception survey was conducted in February and March 2014. The findings in this report are divided into two themes: (1) perception of overall burden; and (2) ongoing administrative requirements. Findings reveal that: (1) Respondents from centre-based services reported lower overall burden in Wave II (2014) than in Wave I (2013); (2) Respondents perceived lower burden with supervisor certificates and displaying information in Wave II. This effect was particularly influenced by respondents from preschools and kindergartens; and (3) A greater proportion of approved providers of not-for-profit services agreed that 'administrative requirements of the National Law and Regulations are simpler than the previous licensing and accreditation systems' in Wave II. [For &quot;Report on the National Quality Framework &amp; Regulatory Burden - [Wave I],&quot; see ED626140.]
Report on National Quality Framework and Regulatory Burden - Wave III
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2015-11-00
Type: Reports - Research
Subjects: Foreign Countries,Early Childhood Education,Child Care,Educational Administration,Administrator Attitudes,Compliance (Legal),National Standards,Program Evaluation,Program Improvement,Educational Quality,Child Caregivers,Caregiver Attitudes

This report presents the findings from the third wave of a longitudinal study to investigate perceptions of administrative burden among providers of children's education and care services. The study reveals a number of positive findings including consistently high levels of support for the National Quality Framework (NQF) and a significant decline in perceptions of overall burden associated with the administrative requirements of the National Law and Regulations -- down from 15 per cent who reported very high levels of burden in Wave I to nine per cent in Wave III. This decrease is associated with three specific administrative requirements -- supervisor certificates, provider and service approvals, and ensuring staff know about the National Law and Regulations. It is notable that each of these requirements has been the focus of targeted efforts by governments and the Australian Children's Education and Care Quality Authority (ACECQA) to support services and minimise administrative burden. There have also been significant improvements between Waves I and III and between Waves II and III in responses to the following statements: (1) that administrative burden has reduced since the introduction of the National Law and Regulations; and (2) that the administrative requirements of the National Law and Regulations are simpler than the previous. licensing and accreditation systems. [For &quot;Report on the National Quality Framework &amp; Regulatory Burden - [Wave I],&quot; see ED626140. For &quot;Report on National Quality Framework and Regulatory Burden - Wave II,&quot; see ED626141.]
Students at HSIs in Texas and New Mexico: An In-Depth Profile of Their Backgrounds, Commitments, and Perspectives
Author: Preuss, Michael D.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: First Generation College Students,Hispanic American Students,Minority Serving Institutions,Student Characteristics,Cultural Background,Language Proficiency,Spanish,Family Environment,Employment,Paying for College,STEM Education,Income,Locus of Control,Student Experience,Acculturation

Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
The Next Phase of Placement Reform: Moving toward Equity-Centered Practice. Research Brief
Author: Kopko, Elizabeth
Date: 2022-08-00
Type: Reports - Research
Subjects: Equal Education,Student Placement,Achievement Gap,Race,Ethnicity,Academic Achievement,Socioeconomic Status,Remedial Instruction,Educational Change,Disadvantaged,Access to Education,Introductory Courses,Educational Improvement,Curriculum Development,Barriers,Placement Tests,Transitional Programs,Bilingual Education,Undergraduate Students,College Preparation,Racial Differences,Educational Practices,Community Colleges

Test-only placement systems are associated with inaccurate placement determinations that can perpetuate college achievement gaps by race/ethnicity and socioeconomic status (SES). In response to the pitfalls of traditional, test-only placement systems, colleges across the country are increasingly experimenting with and adopting alternative placement strategies that reduce the number of students assigned to prerequisite developmental education and increase access to college-level courses. These reforms benefit underserved students but by themselves are not enough to eradicate long-standing disparities by race/ethnicity and SES in outcomes such as introductory college-level (or gateway) course completion and credential attainment. For placement reform to be both effective and equitable, it is best coupled with additional related reforms, including improvements to curriculum, instruction, and student supports. Aimed at practitioners, this brief provides guidance to institutions seeking to design and implement placement systems that redress limitations of test-only systems and that work in conjunction with other reforms to generate more equitable outcomes. It draws on research literature as well as examples from the field to highlight promising strategies for addressing barriers to equitable access to and success in college-level courses, including barriers that may persist after broad placement reform has been implemented.
Increasing Equity and Achievement by Empowering Students
Author: Toth, Michael D.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Academic Achievement,Student Empowerment,Active Learning,Skill Development,Social Emotional Learning,School Districts,Student Leadership,Elementary Secondary Education,Public Schools,Educational Change

School boards have the opportunity to shape a new vision for instruction where students take an active role in their learning and build the skills necessary to mitigate effects of opportunity gaps. This publication provides a framework for implementing active student roles and provides data and case studies to support its recommendations.
Investigation of Career Adaptability of Teachers Working in Special Education Schools
Author: Kulbas, Erdi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Adjustment,Public School Teachers,Special Education Teachers,Special Education,Well Being,Job Satisfaction,Questionnaires,Gender Differences,Age Groups,Age Differences,Special Schools,Career Development

The purpose of this study is to investigate the career adaptability of Turkish teachers working in special education schools in terms of psychological well-being and job satisfaction. The study group consist of 214 Turkish teachers working in the special education training in Istanbul. Personal Information Form, Career Adaptability Scale, Minnesota Satisfaction Questionnaire and Psychological Well-Being Scale were collected in the study. In the analysis of the findings obtained in the study, multiple regression analysis, t-test and ANOVA techniques were used. When the research findings are examined, female Turkish teachers working in special education schools have higher career adaptability than male Turkish teachers. Besides, Turkish teachers in the age range of 36-40 have more career adaptability than other age groups. According to the results of the research, job satisfaction and psychological well-being are important variables explaining career adaptability of Turkish teachers working in special education schools. [This study was presented as an oral presentation at II. International Academic Research Congress.]
Protecting Students from Exploitation: A Legal Guide for Public School Leaders
Author: National School Boards Association (NSBA)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Victims,Crime,Child Abuse,Sexual Abuse,Prevention,Laws,Legal Responsibility,Elementary School Students,High School Students,Child Neglect,School Safety,Antisocial Behavior,Rape,Slavery,Sexuality,Business,Pornography,Disclosure,Educational Policy

Child exploitation and victimization occur in numerous ways and affect young people of all ages, races, backgrounds, socioeconomic situations, and geographic locations. It is a difficult but important subject for educators, who interact with students more directly and for more hours in a week than most other adults in students' lives. But armed with awareness of the scope and complexities of the child exploitation problem, school leaders can help create a school environment that supports taking action against it. This guide describes inappropriate and criminal behavior directed at children that may be disturbing to many readers. It is intended as an informative resource for adult educators and school leaders. In this guide are answers to questions about the legal issues surrounding child exploitation, so school leaders can develop and strengthen procedures to prevent, identify, and respond to child exploitation, and to support students who have been victimized.
Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 21-24, 2021). Volume 1
Author: Akerson, Valarie, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Student Attitudes,Experiential Learning,Skill Development,Hispanic American Students,Minority Serving Institutions,Gender Differences,Majors (Students),Educational Technology,COVID-19,Pandemics,Success,Misconceptions,Social Bias,Inclusion,Content and Language Integrated Learning,English (Second Language),Second Language Instruction,Undergraduate Students,Student Characteristics,Molecular Biology,Computer Simulation,Foreign Countries,Males,Elementary School Teachers,Teaching (Occupation),Teleworking,Emotional Intelligence,College Students,Acquired Immunodeficiency Syndrome (AIDS),At Risk Persons,African Americans,Females,Student Motivation,Reading Teachers,Preservice Teachers,Human Body,Information Technology,Gender Bias,Physiology,Student Projects,Online Courses,Immigrants,Mexican Americans,Minority Group Teachers,MOOCs,News Media,History,Kindergarten,Metacognition,Self Management,Peer Influence,Problem Solving,Interaction,Physical Fitness,Video Technology,Entrepreneurship,Innovation,Elementary School Students,Probability,Teaching Methods,Asian History,International Trade

&quot;Proceedings of International Conference on Social and Education Sciences&quot; includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 21-24, 2021, in Chicago, Illinois. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that 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. [Individual papers are indexed in ERIC.]
Accepting Early Childhood Care and Education as a Challenge in Jammu &amp; Kashmir
Author: Bhat, Mohammad Sayid
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Educational Quality,Preschool Education,Equal Education,Access to Education,Parent Education,Lifelong Learning,Child Development,Social Discrimination,Educational Finance,Advocacy,Teacher Education Programs

Good quality pre-schooling makes a distinction for our students at large, and students are balanced to profit than ever before. To really lay the groundwork for higher education and profession readiness, the education in pre-school years receive must be reliable with and coupled to early elementary schooling with more focus on developmental needs, and efforts to prepare the future citizen for potential success as vigorous, fruitful, affianced citizen. Recent research suggest that the better way to tackle disparity, poverty and misdemeanour is early childhood education which includes sensitization of parents and community as a whole. Pre-school education helps to develop a firm base for lifelong learning and can play an important role in the development of child. Making sure all children start on an equal footing can also alleviate social discrimination. It is thus vital to endorse continued financial support to maintain the expansion and excellence of pre-school education programmes. This present paper highlights all concerned issues of ECCE and recommendations are also given.
Inclusive Innovation: Eight Districts&apos; First Year Journey to Creating School Systems for All Learners
Author: Slaton, Jessica
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Inclusion,Educational Innovation,Educational Change,School Districts,Equal Education,Elementary Secondary Education,Educational Quality,Program Implementation,Minority Group Students,English Language Learners,Low Income Students

The path to an excellent, high-quality education can be complex for students who have been historically and systemically excluded, including students of color, students experiencing poverty, students with learning differences, and multi-language learners. In 2020, Digital Promise launched the Equitable School Systems Transformation (ESST) Initiative, engaging eight K-12 school districts nationwide to address specific equity challenges within their districts through a multiyear process of system transformation. ESST gives participating districts several supports, including a clear framework for education systems change; exposure to diverse models of systems transformation from the U.S. and countries around the world; deep, customized coaching in the context of each district's Problem of Practice (PoP); and a collaborative design process to ideate, prototype, and develop solutions. Year 1 of the ESST Initiative shows that following these principles will take time, but participating districts acknowledge that the investment was worth it because they were able to begin developing deeper and more sustainable solutions to entrenched problems than they had in the past. Throughout the past year, Bellwether partnered with Digital Promise to document the districts' journey through the ESST Initiative process and capture lessons. This report provides a detailed description of the first year of implementation of ESST (2021-2022), including an overview of the processes driving Inclusive Innovation and resources from the work that may be useful to other educators. The authors conclude with key takeaways that can inform the work of other school systems seeking to use an Inclusive Innovation approach to drive equitable systems transformation around the country.
Educational Philosophy of Swami Vivekananda
Author: Bhat, Mohammad Sayid
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Philosophy,Religion,Role of Education,Curriculum,Self Actualization,Capacity Building,Teaching Methods,Womens Education,Peace,Ethical Instruction,Values Education,Personality Development,Spiritual Development,Environmental Education,Citizenship Education

Swami Vivekananda, the great Indian legend who is known as mystic, philosopher, educationist and Yogic saint. He is recognised for his contribution in spreading the philosophy of Vedanta and Yoga to the Western world. He has made India proud when he gave his speech in 'Parliament of Religion' in Chicago USA in 1893. He has a firm belief that the development of any nation is dependent upon the development of its people and the role of education should strictly follow the path of human development to its fullest extent. The advocated various aims of education which goes from individual to social to universal levels. The curriculum he advocated is also a reflection of his philosophy which has a direct link with the self development, capacity building and universal development. His methods of instruction are purely based on Western and Indian philosophies. He has also devoted a special space to Teacher and a separate space to the student as well. In his educational philosophy, he has given much stress to women education, peace education and moral and value education.
Remote Use of &quot;Individual Growth and Development Indicators&quot; (IGDIs) for Infants and Toddlers
Author: Greenwood, Charles R.
Date: 2021-00-00
Type: Reports - Research
Subjects: Infants,Toddlers,Progress Monitoring,Child Development,Early Childhood Education,Special Education,Distance Education,Educational Technology,Pandemics,COVID-19,Incidence,Scores,Synchronous Communication,Evaluation Methods,Home Visits,Parent Attitudes,Child Caregivers

Universal screening and progress monitoring are evidence-based practices in early intervention/ early childhood special education (EI/ECSE). Individual Growth and Development Indicators (IGDIs) for infants/toddlers are measures that programs can use for universal screening, progress monitoring, intervention decision-making, and accountability. Prior to the COVID-19 pandemic, IGDIs were administered and scored exclusively in person by certified early educators. Because of COVID-19, EI/ECSE practitioners could no longer conduct in-person assessments. We report how two early intervention programs implemented IGDIs using remote protocols that included (a) preparation of parents for IGDI administration at home, (b) session observation by program staff using videoconferencing, and (c) remote coding of the child's performance by program staff when interacting with a parent/caregiver play partner using the standard toy set. The remote protocols are described, and uptake by the programs is compared before and during the pandemic. Equivalence of children's scores from in-person versus remote protocols is reported, as well as caregivers' and program staff's preferences. Implications for remote early childhood services are discussed. [This is the online first version of an article published in &quot;Journal of Early Intervention.&quot; For the final published version of this article, see EJ1342066.]
Returning to School Safely: School Safety Considerations for the 2021-2022 School Year
Author: National School Boards Association (NSBA)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: School Safety,Violence,Prevention,Planning,Board of Education Role,School Culture,Educational Environment,Risk Management,Legal Responsibility,COVID-19,Pandemics,Mental Health,Physical Health,Well Being,Interpersonal Relationship,Academic Achievement,Weapons

Since March of 2020, educational communities have largely been in survival mode with little attention, time, or resources allocated to the ongoing work of school safety and violence prevention. Planning and implementing initiatives for a return to school cannot just focus on a return to &quot;normal&quot; because of significant increases in other threats to children's well-being during the pandemic and beyond, including increased anxiety and isolation, dramatic spikes in youth suicide, and steep decreases in academic achievement. This resource will examine some of the critical components of a successful return to school in the 2021-22 school year. The initiatives and strategies discussed will assist schools in recovering from the trauma of the past and planning for a more successful future. [This report was a collaboration between NSBA's Center for Safe Schools and the Educator's School Safety Network.]
Reimagining School Board Leadership: Actions for Equity
Author: National School Boards Association (NSBA)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: COVID-19,Pandemics,Achievement Gains,Academic Achievement,Achievement Gap,Equal Education,Educational Opportunities,Boards of Education,Educational Equity (Finance),Access to Education,Teacher Effectiveness,School Safety,Educational Environment,School Policy,Policy Formation,Well Being

It is estimated that, on average, students will have suffered a 30 to 40 percent learning loss due to the disruption in face-to-face learning caused by COVID-19. This assessment is alarming for any student but is even more troubling when one considers the persistent performance trends for students of color, students with disabilities, and students who are English learners. A 40 percent learning loss for the most vulnerable students coupled with meager achievement in a normal school year will turn the achievement gap into a chasm. The National School Boards Association (NSBA) recognizes that based on factors including but not limited to disability, race, ethnicity, and socioeconomic status, students are deprived of equitable educational opportunities. Operating with an equity lens empowers school board members to intentionally allocate resources, instruction, and opportunities according to need, requiring that discriminatory practices, prejudices, and beliefs be identified and eradicated. School board members have the positioning and power to employ the key levers to create more equitable outcomes: (1) Ensuring equity in school funding; (2) Ensuring access to high-quality and high-level curriculum; (3) Ensuring access to effective teachers; (4) Ensuring safe and supportive school climates; and (5) Fostering meaningful community engagement. This guide will explore how school board members can set the tone and create policy to influence operations in each of these areas so that all students receive the resources they need to graduate prepared for success after high school. [This is a publication by NSBA's DIRE (Dismantling Institutional Racism in Education) Initiative and the Center for Safe Schools. For &quot;Reimagining School Board Leadership: Actions for Equity. Supplemental Guide. Starting the Conversation,&quot; see ED626159.]