ethanporcaro/eric-fulltext-meta huggingface dataset:
State Strategies to Facilitate Adult Learners' Transitions to Postsecondary Opportunities. REL 2017-223
Author: Hector-Mason, Anestine
Date: 2017-01-00
Type: Reports - Research
Subjects: Educational Strategies,Adult Learning,Postsecondary Education,State Government,Government Role,Administrator Attitudes,Geographic Regions,Transitional Programs,Adult Basic Education,Structured Interviews,Differences,Program Implementation,Vocational Education,Educational Policy,Alignment (Education),Industry,Expectation,Labor Market,Skill Development,Academic Advising,Program Effectiveness,Outcomes of Education,Education Work Relationship,Federal Legislation,Labor Force Development

Prior research has classified strategies to facilitate adult learners' transitions to postsecondary opportunities into five broad categories: advising, General Educational Development-plus (GED-plus), English as a second language, career pathways, and college preparatory (Zafft, Kallenbach, &amp; Spohn, 2006). This two-part study relied on interviews with directors of state- and local-level adult education programs and existing data sources to explore how states facilitate adult learners' transition to postsecondary education. One part of the study used data from interviews conducted in 2014 with adult education directors in six Regional Educational Laboratory Midwest Region states. The study found that states use different combinations of strategies within and across these five categories to facilitate transition. The second part of the study used data from the National Reporting System for Adult Education Programs and found large variation across states in adult learners' postsecondary participation. Part of this variation may reflect inconsistencies in reporting across states. This report suggests areas for future research that can build on the findings described here. [This report was written in collaboration with the Midwest College and Career Success Research Alliance.]
Breaking the School-to-Prison Pipeline for Students with Disabilities
Author: National Council on Disability
Date: 2015-06-18
Type: Reports - Research
Subjects: Disabilities,At Risk Persons,Correctional Institutions,Institutionalized Persons,Interviews,Literature Reviews,Juvenile Justice,Delinquency,Special Education,Access to Education,Minority Group Students,Disproportionate Representation,Compliance (Legal),Student Needs,Educational Legislation,Equal Education,Federal Legislation,Discipline,Student Behavior,Suspension,Expulsion,Response to Intervention,School Health Services,Mental Health,Barriers,Inclusion,Attitudes toward Disabilities,Disability Identification,Racial Differences,Stereotypes,Intervention,Civil Rights,Homeless People,Elementary Secondary Education,Prevention,Civil Rights Legislation

In conjunction with its fall quarterly meeting, NCD convened a stakeholder forum in Atlanta in October 2014 to receive testimony on the role of special education in the School-to-Prison Pipeline. The findings and recommendations in this report are based upon the culmination of that testimony, interviews with experts, and review of available research. Studies show that up to 85 percent of youth in juvenile detention facilities have disabilities that make them eligible for special education services, yet only 37 percent receive these services while in school. A disproportionate percentage of these detained youth are youth of color. These statistics should lead to the conclusion that many disabled youth in the juvenile justice and criminal justice systems are deprived of an appropriate education that could have changed their School-to-Prison Pipeline trajectory. NCD has concluded that IDEA can and should be an important part of the solution to the School-to-Prison Pipeline crisis. Thus, the recommendations in this report focus on ways to improve existing special education delivery and enforcement systems to better meet the needs of students with disabilities who risk entering the Pipeline. The report includes a participants list of attendees at the NCD Stakeholder Forum to Receive Testimony about the &quot;School-to-Prison Pipeline&quot;, Monday, October 6, 2014, Atlanta, GA 30309; List of Acronyms; and Endnotes.
Using Evidence to Create Next Generation High Schools
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-09-12
Type: Reports - Descriptive
Subjects: High Schools,Instructional Design,Learner Engagement,Evidence Based Practice,Educational Change,Educational Improvement,Educational Development,School Restructuring,College Readiness,Career Readiness,Educational Strategies,Intervention,Models,Educational Objectives,Outcomes of Education,Student Participation,Educational Quality,Difficulty Level,Academic Standards,Small Schools,Career Academies,Dual Enrollment,College Preparation,Academic Advising,Career Counseling,School Choice

Next Generation High Schools are schools that redesign the high school experience to make it more engaging and worthwhile for high school students. In order to create such Next Generation High Schools, schools, districts, and States should utilize evidence-based strategies to transform high schools in ways that engage students and help prepare them for college and career success. This document highlights six general evidence-based strategies to improve America's high schools for the next generation. Though many of the effective strategies may share common features, each has been identified by the research literature as a stand-alone intervention or model for improving students' educational outcomes. Reviewed strategies for enhancing students' high school and college outcomes include: (1) participation in rigorous curriculum; (2) small learning communities/small schools of choice; (3) career academies; (4) dual enrollment; (5) early college high schools; and (6) college and career counseling. &quot;Research Inventory for Evidence-Based Strategies&quot; is appended.
What REALLY Works: Optimizing Classroom Discussions to Promote Comprehension and Critical-Analytic Thinking
Author: Murphy, P. Karen
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Critical Thinking,Group Discussion,Teaching Methods,Evidence Based Practice,Reading Instruction,Oral Language,Written Language,Educational Policy,Feedback (Response),Transfer of Training,Standardized Tests,Educational Resources,Educational Research,Thinking Skills,Classroom Communication,Skill Development

Many American students struggle to perform even basic comprehension of text, such as locating information, determining the main idea, or supporting details of a story. Even more students are inadequately prepared to complete more complex tasks, such as critically or analytically interpreting information in text or making reasoned decisions from reading. Although many reasons undergird students' comprehension challenges, evidence-based instructional approaches can promote students' comprehension and critical-analytic thinking. Teacher-facilitated, small-group discussions can promote students' comprehension and critical-analytic thinking about, around, and with both oral and written discourse. [This paper was published in &quot;Policy Insights from the Behavioral and Brain Sciences&quot; v3 n1 p27-35 2016.]
Guide for Developing High-Quality Emergency Operations Plans for Institutions of Higher Education
Author: Office of Safe and Healthy Students (ED)
Date: 2013-06-00
Type: Guides - Non-Classroom
Subjects: Colleges,Emergency Programs,School Safety,Educational Environment,Crisis Management,Cooperative Planning,Program Development,Program Content,Law Enforcement,Violence,Educational Legislation,Privacy,Parent Rights,Student Records,Health Insurance,Federal Legislation,Foreign Students,Information Dissemination,Workshops,Higher Education

Our nation's postsecondary institutions are entrusted to provide a safe and healthy learning environment for students, faculty, and staff who live, work, and study on campus. Many of these emergencies occur with little to no warning; therefore, it is critical for institutions of higher education (IHEs) to plan ahead to help ensure the safety and general welfare of all members of the campus community. IHEs face unique challenges in planning for potential emergencies in terms of geography, environment, governance, and the population served. It is recommended that planning teams at IHEs responsible for developing and revising a higher education Emergency Operations Plan (higher ed EOP) use this document to guide their efforts. It is recommended that IHEs compare existing plans and processes against the content and process outlined in this guide. The guide is organized in four sections: (1) the principles of emergency management planning for IHEs; (2) a process for developing, implementing, and continually refining a higher ed EOP with community partners; (3) a discussion of the content of higher ed EOPs; and (4) &quot;A Closer Look&quot; which considers key topics that support emergency management for IHEs, including the &quot;Clery Act,&quot; information sharing, international students, psychological first aid, campus climate, campus law enforcement officers, and &quot;active shooter situations.&quot; The Departments issuing this guidance are providing examples of good practices and matters to consider for planning and implementation purposes. The guidance does not create any requirements beyond those included in applicable law and regulations, or create any additional rights for any person, entity, or organization. This guide replaces &quot;Action Guide for Emergency Management at Institutions of Higher Education&quot; (January 2010) (ED515949), which has been rescinded.
Guide for Developing High-Quality School Emergency Operations Plans
Author: Office of Safe and Healthy Students (ED)
Date: 2013-06-00
Type: Guides - Non-Classroom
Subjects: Emergency Programs,Planning,Cooperative Planning,Guides,Program Development,School Community Programs,Crisis Management,Violence,Educational Environment,Mental Health,Safety,Goal Orientation,Educational Legislation,Parent Rights,Privacy,Student Records,Federal Legislation,Health Insurance,Elementary Secondary Education

Each school day, our nation's schools are entrusted to provide a safe and healthy learning environment for approximately 55 million elementary and secondary school students in public and nonpublic schools. In collaboration with their local government and community partners, schools can take steps to plan for these potential emergencies through the creation of a school Emergency Operations Plan (school EOP). It is recommended that planning teams responsible for developing and revising school EOPs use this document to guide their efforts. It is recommended that districts and individual schools compare existing plans and processes against the content and processes outlined in this guide. The guide is organized in four sections: (1) the principles of school emergency management planning; (2) a process for developing, implementing, and continually refining a school EOP with community partners (e.g., first responders and emergency management personnel) at the school building level; (3) a discussion of the form, function, and content of school EOPs; and (4) &quot;A Closer Look,&quot; which considers key topics that support school emergency planning, including addressing an &quot;active shooter,&quot; school climate, psychological first aid, and information-sharing. The Departments issuing this guidance are providing examples of good practices and matters to consider for planning and implementation purposes. The guidance does not create any requirements beyond those included in applicable law and regulations, or create any additional rights for any person, entity, or organization. This guide replaces &quot;Practical Information on Crisis Planning: A Guide for Schools and Communities&quot; (January 2007) (ED498806), which has been rescinded. [For the companion report, see ED627267.]
Twelve Tips for Facilitating Team-Based Learning
Author: Gullo, Charles A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teamwork,Teaching Methods,Facilitators (Individuals),Literature Reviews,Learning Theories,Educational Environment,Questioning Techniques,Time Factors (Learning),Strategic Planning,Active Learning,Responses,Expertise,Accountability,Medical Education

Background: Team-based learning (TBL) has become a more commonly recognized and implemented pedagogical approach in curricula of numerous disciplines. The desire to place more autonomy on the student and spend less in-class time delivering content has resulted in complete or partial adoption of this style of learning in many educational settings. Aim: Provide faculty with tools that foster a well facilitated and interactive TBL learning environment. Methods: We examined the published literature in the area of facilitation--specifically in TBL environments, and explored learning theories associated with team learning and our own experiences to create these facilitation tips. Results: We created 12 tips for TBL facilitation designed to assist faculty to achieve an effective and engaging TBL learning environment. Conclusions: Applying these twelve tips while facilitating a TBL classroom session will help to ensure maximal participation and optimal learning in a safe yet stimulating environment.
Identifying the Perceptual Learning Styles of Foreign Language Learners: A Comparative Study in TR63 (Osmaniye, Hatay and Kahramanmaras)
Author: Kurt, Mehmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Style,Second Language Learning,Foreign Countries,Geographic Regions,Comparative Analysis,Student Surveys,College Students,State Universities,Statistical Analysis,Course Content,Curriculum Development,Learning Modalities,Correlation,Reliability,Validity,Demography,Gender Differences,Factor Analysis,Componential Analysis,Sample Size,Interrater Reliability,Statistical Significance,Age

In the globalizing world economy, for the realization of international trade is increasing the need for foreign language learning. TR63 (Kahramanmaras, Osmaniye and Hatay) region is increasing its export every day. Besides these advances, interest is awakening in foreign language education among the region. In preparing syllabus for this kind of an education detection of perceptual learning styles of the learner provides solutions for special areas. To do so, the present study aims to identify the perceptual learning styles of the foreign language learners in a comparative way. The results of the study will lead preparation of syllabus for language learning not only based on the language needs but also the perceptual learning styles of the learners. Thus, the present study is aimed to shed light to the efforts on forming educational programs for special solutions for specific areas. In order to do so, a survey adapted from literature is applied to 580 students in foreign language students in state universities of Kahramanmaras, Osmaniye and Hatay. Statistical analyses are applied to the data via the use of SPSS 18 and AMOS 16. The results of the study revealed that, students acquire language in different ways. So, more specified syllabi should be used in order to obtain better results in language teaching.
Advancing Educational Technology in Teacher Preparation: Policy Brief
Author: Stokes-Beverley, Christine
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Technology Integration,Technology Uses in Education,Educational Technology,Barriers,Faculty Development,Access to Computers,Pedagogical Content Knowledge,Technological Literacy,Sustainability,Alignment (Education),Inservice Teacher Education

The U.S. Department of Education believes it is important that all programs responsible for pre-service teacher training prepare all graduates to effectively select, evaluate, and use appropriate technologies and resources to create experiences that advance student engagement and learning. We call upon leaders of teacher preparation programs to engage in concerted, programmatic shifts in their approach to pre-service teacher preparation. This policy brief identifies key challenges and solutions to the effective integration of technology in teacher preparation, provides guiding principles on how to move the field toward effective integration of technology in teacher preparation programs, and identifies areas of opportunity and collaboration for stakeholders across the field.
Early Learning and Educational Technology Policy Brief
Author: Lee, Joan
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Preschool Education,Primary Education,Young Children,Technology Uses in Education,Educational Technology,Developmentally Appropriate Practices,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Civil Rights Legislation,Play,Interaction,Books,Electronic Publishing,Active Learning,Television,Culturally Relevant Education,STEM Education,Access to Computers,English Language Learners,Family School Relationship,Privacy

Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the &quot;Early Learning and Educational Technology Policy Brief&quot; to promote developmentally appropriate use of technology in homes and early learning settings. The guidance will help those who care for nearly 36 million children from birth to age eight make wise decisions about media use, and provides four guiding principles for families and early educators on the use of technology with young children. The brief includes a call to action for researchers and media and app developers, highlighting topics for further research and encouraging the development of research-based products.
#GoOpen District Launch Packet
Author: Department of Education (ED), Office of Educational Technology
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Resources,Program Implementation,Faculty Development,Resource Allocation,School Districts,Educational Technology,Open Source Technology,Educational Finance,Systems Approach,Goal Orientation,Guides,Curriculum

Across the country, districts are choosing to #GoOpen and transitioning to the use of openly licensed educational resources to improve student learning in their schools. Openly licensed educational resources enable districts to reallocate significant funds currently spent on inflexible, static learning materials to resources and activities that accelerate the transition to digital learning. These include implementing new professional learning programs for teachers, developing a robust technology infrastructure to support digital learning, and funding new leadership roles for educators who curate and create openly licensed educational materials. The #GoOpen District Launch Packet is designed for districts that have decided to implement a systematic approach to incorporating openly licensed educational resources into their curriculum by becoming a #GoOpen District. An appendix provides additional #GoOpen resources. [This plan was developed under the guidance of Joseph South, Katrina Stevens, Andrew Marcinek, and Kristina Peters of the U.S. Department of Education, Office of Educational Technology (OET.) Within the OET, technical assistance was provided by James Collins, Joan Lee, Tara Lifland, James Harnett, and Sara Trettin. Valuable support was provided by Layla Bonnot, Bob Boyd, Kristin Brynteson, Heather Callihan, Erin English, Sara Ewing, Tim Farquer, Christine Fox, Peter Leida, Matt Miller, Curtis Mould, Sean Nash, Angelique Nedved, Mark Officer, Susan Sudberry, Jeanette Westfall.]
Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan
Author: Thomas, Susan
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Education,Educational Policy,Futures (of Society),Access to Education,Equal Education,Transformative Learning,Federal Legislation,Educational Legislation,Technology Uses in Education,Budgeting,Educational Finance,Student Evaluation,Teacher Education,Faculty Development,Networks,Computer Assisted Testing,Instructional Leadership,Educational Change,Teaching Methods,Educational Innovation

The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, &quot;Future Ready Learning: Reimagining the Role of Technology in Education,&quot; articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015. The following are appended: (1) Future Ready Resources; (2) Acknowledgments; and (3) The Development of the 2016 NETP. Individual sections contain references.
Public Education Finances: 2013. Economic Reimbursable Surveys Division Reports. G13-ASPEF
Author: US Census Bureau
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Educational Finance,Surveys,Preschool Education,Elementary Secondary Education,Income,Geographic Location,Public Schools,Elementary Schools,Secondary Schools,Expenditures,Institutional Characteristics,Expenditure per Student,Tables (Data),Federal Aid,State Aid,Debt (Financial),School Size,Enrollment,Population Trends,State Government,Federal Government,Local Government,Census Figures

The U.S. Census Bureau conducts the Census of Governments and the Annual Surveys of State and Local Government Finances as authorized by law under Title 13, U.S. Code, Sections 161 and 182. The Census of Governments has been conducted every 5 years since 1957, while the annual survey has been conducted annually since 1977 in years when the Census of Governments is not conducted. The 2013 Annual Survey of School System Finances, similar to previous annual surveys and censuses of governments, covers the entire range of government finance activities--revenue, expenditure, debt, and assets (cash and security holdings). This report contains financial statistics relating to public elementary-secondary prekindergarten through grade 12 education. It includes national and state financial aggregates and displays data for the 100 largest school systems by enrollment in the United States. The following are appended: (1) Definitions of Selected Terms; (2) Notes Relating to Education Finance Data; (3) Two-Letter State Abbreviations; and (4) Survey Form. [For the 2014 report, &quot;Public Education Finances: 2014. Economic Reimbursable Surveys Division Reports. G14-ASPEF,&quot; see ED571887.]