ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing the Future Workforce: Revitalizing Postsecondary Education and Training after COVID-19. 2020 Solutions Brief. Sustaining Capitalism
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Job Training,Educational Change,Distance Education,Online Courses,School Closing,Educational Improvement,Educational Innovation,Accountability,Agency Cooperation,School Business Relationship,Business,Leadership Responsibility,COVID-19,Pandemics

The fallout from the COVID-19 pandemic has shaken all levels of education and training. As they struggle in the pandemic environment, colleges, job training programs, apprenticeships, and other forms of postsecondary training face many of the same health and service-delivery challenges as education providers at earlier ages. However, merely weathering COVID-19 would be a setback to the postsecondary sector. Long before the pandemic hit, it was in need of greater innovation and accountability for students of all backgrounds to help them develop and prosper from their talents. After a decade of slow recovery and expansion from the last economic crisis, too many working age Americans remained economically vulnerable and seemingly stuck in low-income jobs. And for too many students with low-income job prospects, time in the postsecondary education and training system represented a financial risk out-of-proportion to its likely benefits, given the costs involved and the odds of noncompletion. This report outlines how policymakers, business leaders, and educators must address COVID-19's near-term disruption but also transform how the future workforce is trained. Solutions in the national interest should move the country toward a system of broader, affordable access and improved individual outcomes--in which business, education providers, the government, and individual students more fully share in the cooperative enterprise of preparing and supporting the workforce. The report recommends ways policymakers and business leaders can shore up the US economy, prevent cuts in critical education services, reduce lay-offs, and mitigate long-lasting economic harm from the COVID-19 pandemic while strengthening the long-run effectiveness of education and training programs for a successful 21st-century economy.
Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design
Author: Borthwick, Kate, Ed.
Date: 2020-08-10
Type: Books
Subjects: Transformative Learning,Second Language Instruction,Second Language Learning,School Space,Web Based Instruction,Blended Learning,Italian,Electronic Publishing,Web Sites,Personal Autonomy,Online Courses,Higher Education,Foreign Countries,Task Analysis,Story Telling,English (Second Language),Undergraduate Students,Preservice Teachers,Computational Linguistics,English for Academic Purposes,Educational Change,Parent Attitudes,Computer Use,Young Children,College Students,College Faculty,College Instruction,Computer Uses in Education,Electronic Learning,Student Evaluation,Educational Facilities Design

This edited collection presents a selection of contributions made to the 13th eLearning Symposium, held at the University of Southampton, in January 2020. Our theme was 'Education 4.0 revolution: transformative approaches to language teaching and learning, assessment, and campus design', and attendees engaged in rich discussions around the challenges of fast-paced digital change. Contributors to this volume are educators from higher education across the world and topics include innovation in physical and digital space, effective blended language learning, and digital story-telling. We hope that this volume will inspire practitioners in the innovative use of technology for education. [The Confucius Institute in Southampton sponsored this publication.]
Graduates in the Economy. 2020 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,College Graduates,Education Work Relationship,Employment,Young Adults,Entrepreneurship,Research Projects,Educational Attainment,Adults,Disabilities,Canada Natives,Immigrants,Apprenticeships,Adult Education,Adult Literacy,Numeracy,Outcomes of Education,Language Minorities

This report shares data in the following categories as they relate to graduates in Ontario's economy: (1) Matching skills to employer needs: pathways, entrepreneurship, and innovation; (2) Ontario's college graduate advantage compared to the U.S.; (3) Ontario's post-secondary graduates in the world economy; (4) Educational attainment and employment of Ontarians from under-represented groups; (5) Apprenticeship and adult education; and (6) Return on investment in Canadian post-secondary education. Among the highlighted findings are: (1) Over the past three decades, rising Ontario employer skill requirements led to 1.3 million more jobs by 2019 for those ages 15 to 44 with post-secondary credentials; (2) Meanwhile, adults ages 15 to 44 who do not have post-secondary credentials saw a drop of 875,000 jobs; (3) Adults who do not have post-secondary credentials have faced reduced employment in every sector; (4) Ontario post-secondary students have been preparing for a disruptive economy by pursuing many pathways and emphasizing employment-ready credentials, including entrepreneurship and innovation; (5) College graduates continue to provide Ontario with a key competitive advantage over the U.S. They are three times as numerous, per capita and contribute to exports per capita at twice the U.S. level; and (6) A higher share of Ontario young adults have post-secondary credentials than in any single state in the U.S. although the gap is widest compared with some southern states. [For the 2019 report, see ED603106.]
5¢ Makes Sense: Increase the Education Investment to 5 Cents of Every Federal Dollar
Author: Committee for Education Funding (CEF)
Date: 2019-06-19
Type: Reports - Descriptive
Subjects: Educational Finance,Federal Aid,Educational Improvement,Public Education,Early Childhood Education,Elementary Secondary Education,Special Education,Student Financial Aid,Higher Education,Adult Education,Vocational Education,Grants

Spending on education accounts for just 2 percent of the United States annual federal budget of more than $4 trillion. That total counts all spending for Head Start, federal elementary and secondary services including Title I and special education, career and adult education, and student aid including Pell grants and student loans. That's just 2 cents of every federal dollar invested in education even though public schools serve 90 percent of all students, and the increasing cost of college makes higher education a struggle for many. The federal government invests only 2 percent of its budget in education even though we know that money matters in education -- that every $1 invested in early childhood education saves at least $7 in later societal costs, that students who graduate from college earn more and have lower unemployment rates than those with just a high school degree. Every dollar wisely invested in education makes sense. Helping students of all ages achieve and succeed makes sense. Supporting them by increasing the federal investment to five percent of the budget makes sense.
Christianity and Happiness: A Perspective of Higher Education
Author: Lee, Jeong-Kyu
Date: 2020-08-18
Type: Opinion Papers
Subjects: Christianity,Psychological Patterns,Higher Education,Religious Factors,Biblical Literature,Foreign Countries,Religious Education,Ethical Instruction,Cross Cultural Studies,Well Being,Proverbs,Confucianism,Buddhism,Ethics

This article is focused on the relevance between Christianity and happiness from a perspective of higher education. To discuss the article systematically, three research questions are addressed. First, what is happiness in the Bible? Second, what are relations between Christianity and happiness from the Biblical standpoint? Last, what is the relevance between Korean Christianity and happiness in terms of higher education? In order to defend the research questions, the author intends to use a content analysis method. As for the limitations of this study, a happiness theme will be restricted to the Christian Bible. Especially, the Gospels of Matthew and Luke in the New Testament will be analyzed. In addition, higher education is mainly discussed in modern and contemporary Korean higher education from a viewpoint of Christianity. The significance of this study is to provide the useful resources and basic theories of happiness or religion education for the theorists and practitioners of the West and the East, finding relevance between Christianity and happiness.
Examining the Problems of Teachers in the Project Preparing and Implementation Processes According to Project Cycle Management Stages
Author: Arabaci, Imam Bakir
Date: 2019-00-00
Type: Reports - Research
Subjects: Program Development,Program Implementation,Administrator Attitudes,Classification,Teacher Attitudes,Content Analysis,Problems,Cooperation,Faculty Development,Strategic Planning,Educational Development,Elementary Secondary Education,Kindergarten,Foreign Countries

The aim of the research is to classify the problems of school managers and teachers working in the educational organizations in Elazig during the project preparation and implementation processes according to the project cycle management stages and to find solutions for these problems. The study was carried out according to the situation analysis technique that is one of the qualitative research methods. As data collection tool, semi-structured interview form created by the researcher was used. The sample group of the study consisted of 50 school managers and teachers who worked in different grades of educational organizations in Elazig. During the data analysis process, the answers of the sample group for the questions in the interview form were subjected to content analysis; frequencies and percentages were calculated. The results of the study indicate that: (1) the processes of project preparation and implementation gain experience, support cooperation among colleagues and students; (2) the most frequently encountered problems during the stage of preparing project ideas are defining original subjects and doubting on whether the subjects are functional or not; (3) in the project implementation stage, there may be some problems deriving from not having adequate information about project techniques; and (4) a great number of the participants declared that educators need to get detailed training on projects in order to solve the problems encountered during project preparation and evaluation processes. [This paper was published in &quot;Journal of Education and Social Sciences&quot; v49 n225 p129-152 2019.]
Cluster Randomized Trial of a School Intervention for Children with Autism Spectrum Disorder
Author: Lopata, Christopher
Date: 2019-12-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Program Effectiveness,Children,Interpersonal Competence,Emotional Response,Behavior Modification,Parent Education,Symptoms (Individual Disorders),Academic Achievement,Parent Attitudes,Teacher Attitudes,Communication Skills,Recess Breaks,Interaction

Objective: There are currently no empirically-supported, comprehensive school-based interventions (CSBIs) for children with autism spectrum disorder (ASD) without concomitant intellectual and language disability. This study compared outcomes for a CSBI (schoolMAX) to typical educational programming (services-as-usual [SAU]) for these children. Method: A total of 103 children (ages 6-12 years) with ASD (without intellectual and language disability) were randomly assigned by school buildings (clusters) to receive the CSBI (n=52 completed) or SAU (n=50 completed). The CSBI was implemented by trained school personnel and targeted social competence and ASD symptoms using social skills groups, emotion recognition instruction, therapeutic activities, behavioral reinforcement, and parent training. Outcome measures tested the effects of the CSBI on social competence and ASD symptoms, as well as potential collateral effects on academic achievement. Outcomes (baseline-to-follow-up) were assessed using tests of social-cognition and academic skills and behavioral observations (by masked evaluators) and parent-teacher ratings of ASD symptoms and social/social-communication skills (non-masked) [ClinicalTrials.gov, NCT03338530, https://www.clinicaltrials.gov/]. Results: The CSBI group improved significantly more than the SAU group on the test of emotion recognition skills and parent-teacher ratings of ASD symptoms (primary outcomes) and social/social-communication skills (secondary outcome). No differences between groups were detected for recess social interactions or academic skills. Conclusions: The CSBI improved several core areas of functioning for children with ASD compared to usual educational programming. Additional intervention elements may be needed to expand the efficacy of the CSBI so that the observed skills/symptom improvements generalize to recess social interactions and/or academic skills are enhanced. [This paper was published in the &quot;Journal of Clinical Child and Adolescent Psychology&quot; v48 n6 p922-933 Dec 2019.]
Task Engagement during Narrative Writing in School-Age Children with Autism Spectrum Disorder Compared to Peers with and without Attentional Difficulties
Author: Zajic, Matthew Carl
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Writing Skills,Learner Engagement,Correlation,Performance Factors,Attention Deficit Hyperactivity Disorder,Writing Tests,Severity (of Disability),Symptoms (Individual Disorders),Time on Task,Scores,Adolescents,Children,Diagnostic Tests,Intelligence Tests,Age Differences,Thinking Skills

Background: Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method: Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results: The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions: Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed.
Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers&apos; Dual Language Emergent Literacy Skills
Author: Soto, Xigrid T.
Date: 2020-08-00
Type: Journal Articles
Subjects: Preschool Children,Hispanic American Students,Phonological Awareness,Alphabets,Knowledge Level,Predictor Variables,Reading Skills,At Risk Students,Bilingual Students,English Language Learners,Spanish,Emergent Literacy,Literacy Education,Intervention,Phonemic Awareness,Language of Instruction,Program Effectiveness,Phoneme Grapheme Correspondence

Purpose: Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are Dual Language Learners (DLLs). Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method: A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12-17 weeks. Results: Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter-sound correspondence skills and in generalizing this knowledge to English. Conclusion: These findings provide preliminary evidence Latinx preschoolers who are DLL benefit from emergent literacy instruction that promotes their bilingual and biliterate development.
Early Education and Child Care: The Essential Sector. 2020 Solutions Brief. Sustaining Capitalism
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,COVID-19,School Closing,Disease Control,Preschool Education,At Risk Students,Pandemics,Educational Quality,Access to Education,Educational Finance,Preschool Teachers,Child Caregivers,Training,Labor Force Development

The COVID-19 crisis has been a nearly unprecedented disruption to American education at all levels. Disruptions to early childhood learning have also been widespread. Public pre-K programs attended by 1.6 million children nationwide were closed to help stop the community spread of COVID-19. Roughly one-third of children under age five typically receive services in an organized child care facility--including preschool classrooms. Past crises, like the Great Recession, permanently reduced achievement and attainment among American students, with negative effects particularly concentrated in lower-income school districts. These disruptions may be especially acute for younger, disadvantaged children who would likely have had the most to gain from high-quality early childhood education and services. The US needs an increasingly well-educated and trained workforce that can meet employers' changing demands and ensure the nation's economic strength and global competitiveness. COVID-19 has only made it clearer that the nation must invest so that all American children reach their full potential. COVID-19 has also highlighted the fragility of the current child care financing model, as well as the indispensability of such care for supporting the work effort of parents. While forthcoming Solutions Briefs from the Committee for Economic Development of The Conference Board (CED) will address recommendations for the later stages of the education continuum, this Solutions Brief focuses on the early learning years. To support a successful 21st-century economy and recovery from the COVID-19 pandemic, policy makers and business leaders must take timely action as partners to: (1) most immediately, tackle the destructive impact of COVID-19 on child care, an industry that is critical to helping Americans return to work; and (2) advance high-quality care and education for children under five, ensuring that all children have access to high-quality early learning opportunities, including a durable financing system, appropriate support and training for staff, and private sector leadership and participation.
Meeting the Upskilling Challenge: Training in the Time of COVID-19. 2020 Solutions Brief. Sustaining Capitalism
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Job Skills,Labor Force Development,Dislocated Workers,At Risk Persons,Intervention,School Business Relationship,Job Training,Economic Factors,Tuition,Grants,Community Colleges,Employers,COVID-19,Pandemics

COVID-19 has left tens of millions of Americans out of work or uncertain about the future of their current jobs, and thousands of firms urgently reassessing their own viability and path forward. Even before the pandemic led to the highest national unemployment rate since the Great Depression, American businesses and workers were anxious about how emerging technologies could potentially change which skills are in demand, and challenge workers to navigate careers requiring continual learning and adaptation. Both public policy and private sector leaders must prioritize support for building a US workforce with the necessary skills to outmaneuver this disruption. Public- and private-sector leaders must respond and provide immediate training and upskilling opportunities for dislocated and economically vulnerable workers. They must also devise a comprehensive, collaborative longer-term strategy for training the US workforce through partnerships between public- and private-sector actors, including academia, to meet employers' needs and ensure that workers can secure good jobs that are in demand, with prospects for continuing training and advancement, enabling them to contribute to and share in recovery and growing prosperity in the years ahead. This report explains the challenges to training and upskilling the US workforce even prior to COVID-19, and how COVID-19 has increased the need for these programs. It then presents a US job training system capable of meeting the challenges of a post-COVID-19 economy. Specifically, this report recommends the following near- and longer-term actions to achieve workers' goals and build a modern, highly skilled workforce: (1) Tuition support for workers; (2) Grants to strengthen instructional quality and capacity at community colleges; (3) Incentivizing employers to upskill their employees; (4) Public-private collaboration to align new job skills with training programs; (5) An information ecosystem; and (6) Support for the most effective training models .
School Closures in Chicago: What Happened to the Teachers?
Author: Lee, Helen
Date: 2020-06-00
Type: Reports - Research
Subjects: School Closing,Outcomes of Education,Elementary School Teachers,Teacher Employment,Labor Market,Faculty Mobility,Teacher Persistence,Reentry Workers,Racial Differences,Teacher Characteristics,Teacher Effectiveness,Teacher Selection

In 2013, the Chicago Board of Education closed 47 elementary schools, directly 16 affecting 13,000 students and 900 teachers. The closures created employment uncertainty for 17 closed-school teachers, and this paper investigates the labor market consequences for teachers. We employ a difference-in-differences approach that compares the exit rates of closed-school teachers to teachers in schools that only experienced threat of closure. We estimate that the closures resulted in a near doubling of teacher exit among teachers in closed schools, particularly low-performing teachers. We also find that, among closed-school teachers, Black teachers were more likely to return than White teachers. Given the nationwide trend of school closures for budgetary or performance reasons, this paper has implications for strategic retention of effective teachers. [This paper was published in &quot;Educational Evaluation and Policy Analysis&quot; (EJ1262513).]