ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading by Exemplar: Lessons from Head Start Programs
Author: LiBetti, Ashley
Date: 2019-03-00
Type: Reports - Research
Subjects: Early Intervention,Program Effectiveness,Educational Practices,Best Practices,Equal Education,Grants,Classroom Environment,Curriculum,Evaluation,Teaching Methods,Student Needs,Educational Quality,Family Involvement,Data Use,Student Diversity,Preschool Education,Faculty Development,Alignment (Education),Teamwork,Leadership,Financial Support,English Language Learners,Behavior Problems,Barriers

This publication is part of the Leading by Exemplar project, a multi-year study conducted by Bellwether Education Partners. In this project, every aspect of the Head Start exemplars' program design and practice was closely examined in an effort to understand each program's &quot;secret sauce.&quot; Leading by Exemplar has three goals: (1) to identify Head Start programs that are producing powerful results for children; (2) elevate them as proof points of what is possible for the field; and (3) inform policy and other efforts to improve early learning outcomes. This report synthesizes the practices and characteristics that are common across the Head Start exemplars. The five exemplary programs profiled are: (1) Acelero Learning; (2) Community Action Program of Tulsa (CAP Tulsa); (3) Educare Miami-Dade; (4) Fairfax County Public Schools (FCPS); and (5) Utah Community Action (UCA). The authors identify the factors that contribute to their success across three areas: (1) policies; (2) program practices; and (3) enabling conditions. The authors also identify challenges common across all exemplar programs, which also affect the field more broadly. Finally, this work highlights lessons and implications that other Head Start and early childhood providers, leaders overseeing state pre-K and other public early childhood programs, philanthropic funders, and federal policymakers can draw on to inform efforts to improve early learning outcomes and advance equity for low-income children.
Do Course Durations Matter to Training Quality and Outcomes? Research Report
Author: Misko, Josie
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Courses,School Schedules,Training,Educational Quality,Competency Based Education,Outcomes of Education,Qualifications,Quality Assurance

This study investigates the relationship between VET [vocational education and training] course durations and training quality and outcomes. Feedback from discussions with training practitioners, representatives of industry and government, and relevant Skills Service Organisations reveals that for many there is a tension between a desire to respect the non-time-based principles of a competency-based training system, and for durations to be specified and of adequate length to enable trainers the time to effectively cover required content, and students adequate time for learning and practice. Although course durations on their own are not felt to guarantee quality outcomes, they are felt to be a key factor when suitably aligned to the level and size of the qualification, and the demands of the intended occupation. The statistical analysis of subject results in four different areas showed higher proportions of subject withdrawals at RTOs [registered training organisations] with the highest median course durations. This in turn resulted in lower shares with a pass in courses of longer median durations. [Funding for this report was provided through the Australian Government Department of Employment, Skills and Family Business.]
Issues and Challenges in Interdisciplinary Course and Program Transfer in BC
Author: Rhodes, Michelle
Date: 2019-01-00
Type: Reports - Research
Subjects: Foreign Countries,Interdisciplinary Approach,Student Mobility,College Transfer Students,Undergraduate Students,Articulation (Education),College Credits,Humanities,Asian Studies,Environmental Education,Womens Studies,International Studies,American Indian Studies,Social Justice,Educational Assessment

Interdisciplinary programs have significantly increased in scope and scale over the past several decades, including those in British Columbia. The nature of these programs creates unique challenges for transfer and articulation processes that rely heavily on disciplinary expertise and review; these challenges are complicated by the fact that interdisciplinary programming varies so dramatically in type, structure, and subject matter between institutions. The result is that students moving between institutions and into and out of interdisciplinary programs face added uncertainty in the transfer process. This study investigated complex organizational and procedural questions related, individually, to interdisciplinarity and transfer, and collectively to interdisciplinary credit transfer and student mobility, with a goal of examining how the forces of transfer and interdisciplinarity interact. This study found that most interdisciplinary credits will transfer as interdisciplinary credits, but often into different interdisciplinary programs; only in two of the seven program areas selected were interdisciplinary credits more commonly converted to disciplinary credits. To improve credit transfer of interdisciplinary courses, this study proposes a further shift away from this emphasis on content in favour of learning outcomes; implementation of effective structures to facilitate block transfer; and more support for faculty involvement in the transfer credit evaluation process, possibly including support for annual or biannual articulation meetings of representatives of general, liberal and interdisciplinary degree level programs.
College, Career and Life Readiness: A Look at High School Indicators of Post-Secondary Outcomes in Boston
Author: Balfanz, Robert
Date: 2019-03-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Public Schools,College School Cooperation,Partnerships in Education,Agency Cooperation,Postsecondary Education,Elementary Secondary Education,Lifelong Learning,High School Graduates,Job Skills,Success,Attendance Patterns,Grade Point Average,Common Core State Standards,College Graduates,Educational Indicators

The Boston Opportunity Agenda is a partnership among the City of Boston, Boston Public Schools, the University of Massachusetts Boston, and the city's leading public charities along with many other local foundations and philanthropists. The partnership's goal is to use its members' varied resources and expertise in a unified manner to improve the postsecondary, career, and life outcomes for all of Boston's children. With this larger goal in mind, the Boston Opportunity Agenda undertook a project in 2016 to identify and develop a set of college and career readiness indicators, for use by stakeholders in Boston's K-12 institutions to guide future policy and practice. This project is driven by the necessity of having a post-secondary degree to achieve career success and life-long opportunities in today's knowledge economy. In Boston specifically, half of all job vacancies required at least an associate's degree, at the time of this project's undertaking. In addition, a typical bachelor's degree holder will earn $1 million more than a high-school dropout over the course of a lifetime. With only 36.5 percent of all Boston Public Schools graduates obtaining a post-secondary credential within six years of graduating high school, there is a stark need in Boston to ensure that more of its youth achieve a post-secondary degree and the life-long opportunities that come with it. Further, of those high school graduates who do enroll in post-secondary schooling, 36 percent require at least one remedial class and only 51.3 percent obtain a credential within six years of graduating high school. These statistics suggest that even when students earn a high school diploma, many are still doing so without the skills, knowledge, and attributes necessary to achieve post-secondary success. By identifying a valid set of indicators for post-secondary success, local practitioners can determine which specific criteria their students must meet prior to completing high school in order to be prepared for post-secondary success and use those indicators to recognize which of their students are currently off-track to achieving those goals.
Baccalaureate Attainment: A National View of the Postsecondary Outcomes of Students Who Transfer from Two-Year to Four-Year Institutions. (Signature Report No. 5)
Author: Shapiro, Doug
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Undergraduate Students,Educational Attainment,Bachelors Degrees,Outcomes of Education,Two Year Colleges,Academic Persistence,Gender Differences,Enrollment,Institutional Characteristics,Intervals,Classification,Graduation Rate,Public Colleges,Private Colleges,College Transfer Students

In this new report from the Signature series, the National Student Clearinghouse Research Center, in partnership with the Indiana University Project on Academic Success, presents findings on two- to four-year transfer students, focusing on their baccalaureate completion within six years after transfer. The report examines baccalaureate completion and persistence outcomes for students who transferred with and without completing a two-year credential. Completion and persistence outcomes are also reported by: (1) Gender and enrollment intensity; (2) Transfer institution type; (3) Length of pretransfer enrollment at a two-year institution; and (4) Time lapse between two- and four-year institution enrollments. In an additional new direction, the report also offers results by the Carnegie classification of the transfer institution. Finally, a special analysis provides a side-by-side comparison of the eight- and nine-year completion rates of transfer students and students who started at a four-year institution.
The Growth of Post-Degree Programs in BC
Author: Cowin, Bob
Date: 2019-02-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Development,Certification,Credentials,Postsecondary Education,Taxonomy,Educational Trends,Student Characteristics,Educational Policy,Immigration,Foreign Students,Enrollment,Graduate Students

The number of post-degree certificate and diploma programs offered by British Columbia (BC) post-secondary institutions, in addition to enrolment in graduate and first professional degrees, is perceived to have grown considerably over the past decade. This growth, however, has not been previously studied in a systematic manner. This study involved conducting a literature review, creating a taxonomy of current programming, analyzing available provincial data on program enrolments and offerings, and surveying all public provincial institutions about the reasons for the growth of these credentials. This project was designed: (1) To review the current array of post-degree programs offered in BC public post-secondary institutions; (2) To develop a taxonomy for classifying the range of programming; (3) To analyze trends in program and student characteristics; (4) To identify any issues that fall within the mandate of the BC Council on Admissions and Transfer; and (5) To provide recommendations about implications for policy development and system-wide consistency in future. The findings of this study underscored some implications for the BC public post-secondary system, including areas for further attention. Of particular importance are the need for consistent terminology, as well as greater awareness of how federal immigration policy affects enrolment demand from international students in certain types of credentials.
Leading by Exemplar: Case Studies of Head Start Programs
Author: LiBetti, Ashley
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Early Intervention,Program Effectiveness,Educational Practices,Best Practices,Equal Education,Grants,Classroom Environment,Curriculum,Evaluation,Teaching Methods,Student Needs,Educational Quality,Family Involvement,Data Use,Student Diversity,Preschool Education,Faculty Development,Alignment (Education),Teamwork,Leadership,Financial Support,English Language Learners,Behavior Problems,Barriers

This publication is part of the &quot;Leading by Exemplar&quot; project, a multi-year study conducted by Bellwether Education Partners. In this project, every aspect of the Head Start exemplars' program design and practice was closely examined in an effort to understand each program's &quot;secret sauce.&quot; Leading by Exemplar has three goals: (1) to identify Head Start programs that are producing powerful results for children; (2) elevate them as proof points of what is possible for the field; and (3) inform policy and other efforts to improve early learning outcomes. This report lays out tactical, detailed information about the five broad components of each of the Head Start exemplars: (1) curriculum, assessment, and instruction; (2) meeting the needs of all children; (3) ensuring high-quality teaching; (4) family engagement; and (5) data utilization. The five exemplary programs profiled are: (1) Acelero Learning; (2) Community Action Program of Tulsa (CAP Tulsa); (3) Educare Miami-Dade; (4) Fairfax County Public Schools (FCPS); and (5) Utah Community Action (UCA). Understanding the practices of these programs -- not only what they are, but how they are implemented -- will benefit all early childhood providers, who want to adopt these practices into their own programs. This research also offers invaluable lessons for policymakers and the field at large for creating an environment that improves the quality of all programs and allows high performers to thrive.
Getting It Right: Progress and Problems in Raising Science Achievement in Boston. Understanding Boston
Author: Pakos, Matthew
Date: 2018-10-00
Type: Reports - Research
Subjects: STEM Education,Public Schools,Charter Schools,College Readiness,Career Readiness,Science Achievement,Achievement Gains,Elementary School Students,Middle School Students,High School Students,Minority Group Students,Student Diversity,Grade 5,Grade 8,School Districts,Data Collection,Urban Schools

The Boston Foundation has long held education as one of its core strategic focus areas, aiming to strengthen the education-to-career pipeline and bolster pathways from early childhood through postsecondary completion for Boston residents. Intended to inform the Foundation's potential direction and activities related to science, technology, engineering, and mathematics (STEM) education in particular, this report examines Massachusetts Comprehensive Assessment System (MCAS) Science and Technology/Engineering test results for students residing in the city of Boston and enrolled in Boston Public Schools (BPS) and Boston-based charter public schools (&quot;charters&quot;). In so doing, the report begins to explore how prepared Boston public school students are to successfully pursue employment or postsecondary education in the STEM disciplines. [Edited by Sandy Kendall and Antoniya Marinova.]
When More Is Less: Unexpected Challenges and Benefits of Telecollaboration
Author: Caluianu, Daniela
Date: 2019-07-02
Type: Reports - Descriptive
Subjects: Foreign Countries,Institutional Cooperation,Universities,Intercultural Communication,Cultural Awareness,Self Concept,Writing Instruction,Time Management,Shyness,Computer Mediated Communication,College Students,Reflection,International Educational Exchange

This article documents the changes undergone by a telecollaboration project between a Japanese university and a university in Romania. While the size of the project diminished with every passing year due to extrinsic and intrinsic causes, the quality of the exchanges improved. It became apparent that the main goals of the collaboration -- improving cross-cultural understanding and increasing student selfawareness -- were better served by reducing the number of tasks and allowing more time for reflection. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
Mainstreaming Virtual Mobility -- Helping Teachers to Get Onboard
Author: Creelman, Alastair
Date: 2019-07-02
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Global Approach,Higher Education,Workshops,Self Evaluation (Individuals),Teacher Collaboration,Faculty Development,Large Group Instruction,Online Courses

Despite many innovative initiatives, virtual mobility is still a relatively unexploited aspect of internationalisation at European universities. An internal project at Linnaeus University, Global Classroom, aimed to create a framework and organisation to establish international networking and online collaboration as key elements of all degree programmes. The project aimed to promote the concept of virtual mobility and inspire faculty to adopt it in their degree programmes. A self-evaluation tool was developed for use in workshops, allowing faculty to highlight potential development areas. Each programme team could then implement an action plan in order to achieve these objectives, in consultation with the project team. The project also developed a toolbox for digital collaboration and worked with other institutions to offer an online collaborative course for teachers in the art of online collaboration. Another important issue was to create incentives for teachers to work with virtual mobility, including the use of digital badges. This paper describes these initiatives and discusses how virtual mobility can be mainstreamed, and what types of incentives are needed as a catalyst for development. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
Challenges of the Transatlantic Cross-Disciplinary ENVOIE-UFRUG Project
Author: Albá Duran, Juan
Date: 2019-07-02
Type: Reports - Research
Subjects: Foreign Countries,Interdisciplinary Approach,International Educational Exchange,Undergraduate Students,Journalism Education,Spanish Literature,Group Activities,Collaborative Writing,Student Projects,Electronic Learning

This paper reports upon the interdisciplinary exchange between a group of students at the University of Groningen (UG), The Netherlands, enrolled in a course on Hispanic literature and a group of students at the University of La Frontera (UFRO), Chile, enrolled in a course on journalism. The study focusses on three challenges: f?irst, the way sociopolitical factors, i.e. a student strike, can affect an exchange; second, how to integrate learning goals from two disciplines in one Online Intercultural Exchange (OIE); and third, how to ensure reciprocity and interdependence between students. After describing how we addressed these challenges, we evaluate to what extent we have been successful at doing this. Departing from student and teacher surveys and field observations, we will show how the contextual constraints at socio-political, course, teacher, and learner level influenced the development of this OIE. Finally, we summarise the main lessons learned and in the conclusions we draw new lines for further improvement and research. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
From &apos;CoCo&apos; to &apos;FloCoCo&apos;: The Evolving Role of Virtual Exchange (Practice Report)
Author: Barbier, Régine
Date: 2019-07-02
Type: Reports - Descriptive
Subjects: International Educational Exchange,Electronic Learning,Foreign Countries,College Students,Intercultural Communication,Group Activities,Computer Mediated Communication,Global Approach,Citizenship,Communicative Competence (Languages)

'CoCo' (Coventry-Colmar) is an online international learning exchange project involving students of French and International Relations at Coventry University (CU) and Networks and Telecommunications Engineering students at the Université de HauteAlsace (UHA) in Colmar, France, running since 2014. In 2018, the exchange gained a new member through merging with an existing exchange between Coventry University and the Centro Florida Universitària (FU), in Valencia, Spain, becoming 'FloCoCo'. Where CoCo allowed for language and intercultural exchange between paired groups of UHA and CU students, FloCoCo now brings together FU, UHA and CU students, who complete a series of culture-based tasks, developing skills relating to intercultural communication and 'global citizenship' that are valued by today's graduate employers. Like its predecessor, FloCoCo aims at enhancing participants' intercultural awareness, communicative competence and digital fluency, providing an opportunity for 'virtual' international mobility and international intercultural online exchange. The following practice report discusses the most recent two iterations of FloCoCo in the context of the history of the exchange, drawing upon theories of (digital) discourse competence and online spaces to facilitate the best possible experience for participants in Virtual Exchanges (VEs). [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
Aboriginal Report 2013/14-2017/18: How Are We Doing?
Author: Ministry of Education (British Columbia)
Date: 2018-11-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Canada Natives,American Indian Students,Academic Achievement,Public Schools,Elementary Secondary Education,Postsecondary Education,Student Characteristics,Demography,Graduation Rate,Sex,Reservation American Indians,Nonreservation American Indians,Nontraditional Education,Special Needs Students,Grades (Scholastic),Tables (Data),Behavior Disorders,Students with Disabilities,Reading Comprehension,Writing Skills,Numeracy,Mathematics Skills,Test Results,English,Calculus,Apprenticeships,Sciences,Civics,Social Studies,American Indian Studies,Communication Skills,Child Custody,Community Colleges,Technical Institutes,Research Universities,Enrollment,Student Surveys

The Aboriginal &quot;How are we Doing?&quot; report provides information about Aboriginal students (including adults) performance in Public school. Readers should notice that there are changes to historical and trend data. Once a student has self-identified as being of Aboriginal ancestry, the student is included in all report outcomes for aboriginal students. This approach ensures a consistent methodology for identifying Aboriginal students across years, as students may self identify as Aboriginal on some enrollments and not on others. Guidelines and tips for reviewing student achievement data include: (1) Use multiple sources of information whenever possible; (2) Ensure comparability of information from different sources; (3) Consider participation rates; (4) Be cautious of data representing small numbers of students; and (5) Review data trends. The sections of this report include the following: (1) Introduction; (2) Student and District Context (Kindergarten-Grade 12) 2013/14-2017/18; (3) Foundation Skills Assessment (FSA) Grades 4 and 7, 2013/14-2017/18; (4) Required Examination Results, 2013/14-2017/18; (5) Transitions, 2012/13-2017/18; (6) School Completion, 2013/14-2017/18; (7) Education Experiences of Children in Care, 2013/14-2017/18; (8) Post Secondary Transitions, 2013/14-2016/17; (9) Student Learning Survey Results, 2013/14-2017/18; and (10) Glossary. [For the previous report, &quot;Aboriginal Report 2012/13-2016/17: How Are We Doing?,&quot; see ED586110.]