ethanporcaro/eric-fulltext-meta huggingface dataset:
From School to VET: Choices, Experiences and Outcomes
Author: Osborne, Kristen
Date: 2018-00-00
Type: Reports - Research
Subjects: Vocational Education,Student Adjustment,Student Experience,Longitudinal Studies,Postsecondary Education,Foreign Countries,Surveys,Influences,Employment Level,Aspiration,Barriers,Decision Making,Academic Aspiration,Occupational Aspiration,Gender Differences,Age Differences,Educational Attainment,Disabilities,Indigenous Populations,Student Needs,Outcomes of Education

The transition from school to further education and work is a milestone in the life of a young person. Many young people go on to further education or training after leaving school, which often leads to viable job opportunities. This report is a summary of recent research by the National Centre for Vocational Education Research (NCVER) about the transition of school students into the vocational education and training (VET) system, including their experiences during, and their outcomes after, engagement with the sector. Data is included from the Longitudinal Surveys of Australian Youth (LSAY), the National VET Provider Collection and the National Student Outcomes Survey (SOS). Connections between the themes identified in the research and the data related to VET students' experiences and outcomes are highlighted. This summary explores the following questions: (1) What influences young people to undertake VET post-school?; (2) What factors support young people to complete VET?; and (3) What are their outcomes following participation in VET?
Improving Participation and Success in VET for Disadvantaged Learners. Research Report
Author: Lamb, Stephen
Date: 2018-00-00
Type: Reports - Research
Subjects: Disadvantaged,Outcomes of Education,Indigenous Populations,Educational Attainment,Student Participation,Graduation Rate,Case Studies,Regional Characteristics,Best Practices,National Surveys,Identification,Curriculum Design,Intervention,Disabilities,English Language Learners,Vocational Education,Foreign Countries,Interviews

Improving the educational outcomes of the various disadvantaged groups, such as Indigenous Australians, people with a disability, learners with low prior educational attainment and individuals from non-English speaking backgrounds, is a focus of many government policy initiatives centred on social inclusion. This research takes a regional approach to investigate the educational outcomes for disadvantaged groups, to account for variation in the characteristics of local populations, industries, infrastructure and communities, and then identifies effective practices for improving outcomes for disadvantaged learners. The research was conducted in three stages. Firstly, a range of data sources was used to identify regions with both high participation and high completion rates of disadvantaged learners in vocational education and training (VET). Secondly, it reports on a national survey of registered training organisations (RTOs) to determine the strategies used to engage and support disadvantaged learners. Lastly, the research more thoroughly explores the high-performing regions through case studies including public, private and community providers, aiming to better understand why they achieve higher-than-average results with disadvantaged learners.
Effective Social and Emotional Learning Programs: Preschool and Elementary School Edition. CASEL Guide 2013
Author: Collaborative for Academic, Social, and Emotional Learning (CASEL)
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Program Effectiveness,Social Development,Emotional Development,Child Development,Preschool Children,Elementary School Students,Interpersonal Competence,Guidelines,Evidence Based Practice,Program Design,Program Implementation,Models

Social and emotional learning (SEL) involves the processes through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Effective SEL programming begins in preschool and continues through high school. The Collaborative for Academic, Social, and Emotional Learning (CASEL) strives to advance SEL science, evidence-based practice, and policy. In an ideal world, CASEL would see every school in the nation providing evidence-based SEL programming to all students in preschool through high school. This guide provides a systematic framework for evaluating the quality of classroom-based SEL programs. It uses this framework to rate and identify well-designed, evidence-based SEL programs with potential for broad dissemination to schools across the United States. The primary goal of the Guide is to give educators information for selecting and implementing SEL programs in their districts and schools. It also documents the significant advances the SEL field has made in the past decade, establishes new and more rigorous standards for SEL program adoption, and provides suggestions for next steps for SEL research and practice.
Beating the Odds: Trees to Success in Different Countries
Author: Finch, W. Holmes
Date: 2017-04-29
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Classification,Regression (Statistics),Overachievement,Low Income Students,Differences,Statistical Analysis

A recursive partitioning model approach in the form of classification and regression trees (CART) was used with 2012 PISA data for five countries (Canada, Finland, Germany, Singapore-China, and the Unites States). The objective of the study was to determine demographic and educational variables that differentiated between low SES student that were overachieving or not and to explore the differences across countries. A review of the decision trees indicated contextual differences across countries, suggesting that a universal approach to facilitate overachievement for low SES students is not appropriate. Countries should look to efforts specific to their country and culture and the nature of their students when considering policies and programs for low SES students.
Effectiveness of Facebook in English Language Learning: A Case Study
Author: Faryadi, Qais
Date: 2017-11-00
Type: Journal Articles
Subjects: Social Media,Case Studies,Undergraduate Students,Pretests Posttests,Constructivism (Learning),Foreign Countries,Mixed Methods Research,Control Groups,Experimental Groups,Critical Thinking,Thinking Skills,College Freshmen,English (Second Language),Second Language Learning,Student Satisfaction,Student Motivation,Interviews,Questionnaires,Social Networks,Observation

The prime objective of this research was to investigate whether Facebook helped undergraduate students of Universiti Sains Islam Malaysia (USIM) improve their English language proficiency, critical thinking, comprehension skills, and motivation. A triangulation method (quantitative, qualitative, and descriptive) was employed in the investigation. A total of 900 undergraduate students participated. The 900 participants were first year students from USIM. The instruments used in this research were questionnaires, interviews, and observations. Results from a pre-test and a post-test showed that students who used Facebook i.e. the control group outperformed (88.8% passed) the students who were not exposed to Facebook (60% passed) in all the three categories. The findings indicated that Facebook indeed helped students to improve their English proficiency, besides learning new words and terminologies. This research offers guidelines to future researchers on the methodology of learning English language and helps them design an effective interactive multimedia learning environment in their classroom. The findings of this re- search would also contribute to the expansion of the paradigm of Constructivism. The findings of this empirical research could be prototyped for learning other languages in the classroom.
Teaching in the States: Salary and beyond Rankings
Author: Marchant, Gregory J.
Date: 2018-00-00
Type: Reports - Research
Subjects: Teacher Salaries,Educational Attainment,Parent Background,Costs,Politics,Class Size,School Size,Charter Schools,Academic Achievement,Teacher Associations,Unions,Teacher Evaluation,Family Income,Teaching (Occupation),Scientific Attitudes,National Competency Tests,Poverty,Race,English Language Learners,Grade 4,Grade 8

This report investigates factors relevant to choosing locations conducive to both attainment and maintenance of a teaching career. In addition to salary and cost of living, the investigators compiled and ranked variables related to family, such as parental income and education, and differences in political structures that affect careers in education. Also considered were the number and size of schools, class size, and variables related to charter schools. Systems of evaluation at the level of school, principal, and teacher were also considered, as was the degree to which beliefs and standards related to science were conducive to teaching. States are ranked in each of these categories as well as across the categories. Future directions and limitations are discussed.
Decision Regulation Impact Statement for Changes to the National Quality Framework
Author: Education Council (Australia)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Standards,Educational Quality,Quality Control,Evaluation,Documentation,National Standards,Fees,Teacher Student Ratio,Certification,Teacher Qualifications,Educational Administration,Supervisors,Child Welfare,Recordkeeping,First Aid,Legal Responsibility,Compliance (Legal),Information Dissemination,Employment Qualifications,Surveys,Foreign Countries

The purpose of this Decision Regulation Impact Statement (Decision RIS) is to recommend preferred options for improving the National Quality Framework for Early Childhood Education and Care. The Decision RIS follows the public release of the Consultation RIS and incorporates stakeholders' views and comments received during the ten week stakeholder consultation process from November 2014 to January 2015. The Decision RIS provides feedback on proposed options canvassed in the Consultation RIS throughout the abovementioned period. As such, the Decision RIS provides a 'point in time' analysis. This Decision RIS identifies the nature of the issues to be addressed and explains the rationale for the preferred options. It also assesses the costs and benefits of the options under consideration. This Decision RIS follows the guidelines of the Council of Australian Governments (COAG) in the Best Practice Regulation Guide. It has been approved for release by the COAG Education Council. [This Decision Regulation Impact Statement has been prepared with the assistance of Deloitte Access Economics.]
Framework for Leading Next Generation Science Standards Implementation
Author: Stiles, Katherine
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Academic Standards,Science Instruction,Standard Setting,Science Education,Expertise,Meetings,Interviews,Science Teachers,Guides,Values,Innovation,Equal Education,Access to Education,Instructional Materials,Curriculum,Student Evaluation,Professional Development,Change Strategies,Educational Improvement,Alignment (Education),Educational Policy,Resource Allocation,Financial Support,Communication Strategies,Teamwork,Program Implementation,Data Collection,Data Analysis

In response to the need to develop leaders to guide the implementation of the Next Generation Science Standards (NGSS), the Carnegie Corporation of New York provided funding to WestEd to develop a framework that defines the leadership knowledge and actions needed to effectively implement the NGSS. The development of the framework entailed completing a review of the literature to identify the leadership knowledge and actions necessary for implementing new standards; convening an NGSS Leadership Summit with 21 national science education experts who have been implementing the NGSS in states and districts; and conducting 23 interviews with leaders at all levels of the system in California and Washington to gather voices from the field (many of which are included in quotations throughout this framework document). The &quot;Framework for Leading Next Generation Science Standards Implementation&quot; is a synthesis of information gathered from all of these activities. This new framework provides insight into the full array of what leaders need to know--and be able to do--to lead NGSS implementation, from inspiration and vision to data use and quality professional learning. Developed by science education experts and project staff, the framework is designed to provide a comprehensive vision of the leadership knowledge and the critical actions that need to be taken to plan for and implement the NGSS. It is intended to inform the work of all leaders at all levels of the system--from teacher leaders to district leaders to state education leaders--who are charged with supporting and implementing the NGSS. The framework can be used as a self-assess­ment for leaders to identify areas for their further development to prepare them to lead standards implementation, and as a planning guide to help leaders think through the critical actions that they need to take in order to lead and support others for NGSS implementation.
Demographic and Enrollment Characteristics of Nontraditional Undergraduates: 2011-12. Web Tables. NCES 2015-025
Author: Radford, Alexandria Walton
Date: 2015-09-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Nontraditional Students,Enrollment Trends,Demography,Student Characteristics,Trend Analysis,Tables (Data),National Surveys,Family Structure,Attendance Patterns,Racial Differences,Ethnicity,Gender Differences,Age Differences,Institutional Characteristics,Parent Background,Educational Attainment,Disabilities,Marital Status,Employment Level,Grade Point Average

These Web Tables use nationally representative data from the National Postsecondary Student Aid Study (NPSAS) to provide descriptive statistics regarding nontraditional characteristics in the U.S. undergraduate population. Using the most recent data available, the statistics presented in the tables update and augment previous NCES reports that focused on the topic (Choy 2002; Horn 1996). To examine trends over time, table 1 shows the distribution of undergraduates by number of nontraditional characteristics possessed and specific nontraditional characteristics during the 1995-96, 1999-2000, 2003-04, 2007-08, and 2011-12 academic years. The remaining Web Tables use the most recent NPSAS data, collected in 2011-12. Tables 2-8 present the individual characteristics used to define nontraditional students, by demographic and enrollment characteristics. Tables 9-17 document various characteristics related to undergraduates' academic preparation and postsecondary number of nontraditional characteristics and specific nontraditional characteristics undergraduates held. Table 9 examines high school grade point average (GPA) and high school mathematics coursetaking among undergraduates under age 30. Tables 10 and 11 show previous postsecondary degrees or certificates earned and the types of postsecondary institutions ever attended. The final tables exhibit 2011-12 postsecondary enrollment characteristics: type of institution attended (table 12), participation in online courses and online degree programs (table 13), type of degree program pursued (table 14), reasons for taking courses if not in a degree or certificate program (table 15), field of study for students enrolled in a certificate or associate's degree program (table 16), and field of study for students enrolled in a bachelor's degree program (table 17).
Empowering Teachers with Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math with Null Effects
Author: Ennis, Robin Parks
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Grade 3,Elementary School Mathematics,Elementary School Teachers,Faculty Development,Learner Engagement,Correlation,Intervention,Program Effectiveness,At Risk Students,Behavior Problems,Emotional Problems,Behavior Disorders,Screening Tests,Intelligence Tests,Rating Scales,Interpersonal Relationship,Feedback (Response),Student Motivation,Student Participation,Children

Instructional choice is a low-intensity strategy that can improve academic engagement. In this study, we investigated the effects of within-activity choices offered during math by third-grade teachers to participating students with behavioral and academic needs. We utilized a professional development model to train teachers to implement instructional choice in the classroom while collecting direct observation data on student's academic engagement. Teachers were able to implement practices with high levels of integrity and collect momentary time sampling data on one student with high levels of reliability. Using a withdrawal design, we found no clear functional relation between instructional choice and increases in student's academic engagement. However, some students demonstrated an increase in level upon the introduction of the intervention. Both teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Possible reasons for a lack of treatment effect on student academic engagement are discussed. [This paper was published in &quot;Remedial and Special Education&quot; (EJ1173893).]
Students Attending For-Profit Postsecondary Institutions: Demographics, Enrollment Characteristics, and 6-Year Outcomes. Web Tables. NCES 2012-173
Author: Staklis, Sandra
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Tables (Data),Public Colleges,Private Colleges,Community Colleges,Proprietary Schools,National Surveys,Postsecondary Education,Longitudinal Studies,Student Surveys,Student Characteristics,Age Differences,Racial Differences,Ethnicity,Gender Differences,Student Financial Aid,Grants,Socioeconomic Status,Income,Marital Status,Parent Background,Educational Attainment,Grade Point Average,High School Students,Enrollment,Majors (Students),Academic Degrees,Distance Education,Academic Persistence,College Transfer Students,Statistical Analysis

These Web Tables examine the demographic and postsecondary enrollment characteristics of undergraduates who attended for-profit institutions in 2007-08 and present the 6-year outcomes of undergraduates who first enrolled in for-profit postsecondary institutions in 2003-04. Data are presented for all for-profit students and separately for students who attended less-than-2-year, 2-year, and 4-year institutions. To provide additional context, the tables also include comparable data for students in community colleges and public and private nonprofit 4-year colleges and universities. The data come from two nationally representative studies: the National Postsecondary Student Aid Study (NPSAS:08), a survey of U.S. undergraduates who were enrolled in 2007-08, and the Beginning Postsecondary Students Longitudinal Study (BPS:04/09), a survey that followed undergraduates who began postsecondary education in 2003-04 through June 2009.
Profile of Undergraduate Students: 2011-12. Web Tables. NCES 2015-167
Author: Skomsvold, Paul
Date: 2014-10-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Tables (Data),Postsecondary Education,Higher Education,Attendance,Academic Degrees,Majors (Students),Grades (Scholastic),Student Characteristics,Demography,Student Financial Aid,Debt (Financial),Credit (Finance),Student Employment,Disabilities,Distance Education,Remedial Instruction

These Web Tables provide comprehensive information on undergraduates who were enrolled in U.S. postsecondary institutions during the 2011-12 academic year. Estimates for enrolled students are presented by attendance status, degree or certificate program, undergraduate major field of study, average grades, student demographic characteristics, financial aid status, credit card debt, work, disability status, and distance and remedial education. These tables are similar to those produced for the 1995-96, 1999-2000, 2003-04, and 2007-08 National Postsecondary Student Aid Study (NPSAS) undergraduate profiles, and they are grouped into six sections: Section 1 focuses on postsecondary enrollment and attendance, displaying estimates for all undergraduates by level, control, and type of institution; student class level; attendance pattern; distance from home; and participation in distance education. Section 2 provides percentage distributions of all undergraduates by degree or certificate program, undergraduate major field of study, and average grades. Section 3 presents estimates by student demographic characteristics, including sex, race/ethnicity, age, dependency status, income, marital status, responsibility for dependents, high school completion status, local residence while enrolled, citizenship status, and parent education level. Section 4 looks at financial aid and credit card debt. These tables summarize financial aid among all, dependent, and independent undergraduates, as well as the percentage of students with credit cards in their own name and, among those who carried a balance, the average and median monthly amount. Section 5 examines students' work experiences while enrolled. Estimates are reported by undergraduates' work intensity while enrolled and, among those who worked, the average and median hours that they worked per week and whether their primary role was work or study. Section 6 presents estimates of undergraduate enrollment by students' disability status and remedial education coursetaking.
Teaching the Whole Child: Instructional Practices That Support Social-Emotional Learning in Three Teacher Evaluation Frameworks. Research-to-Practice Brief. Revised Edition
Author: Yoder, Nicholas
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Educational Practices,Teacher Evaluation,Teaching Models,Faculty Development,Interpersonal Competence,Elementary Secondary Education

Teachers help promote the social and emotional learning skills students need to be college and career ready, such as collaborating with others, monitoring their own behavior, and making responsible decisions. Social-emotional learning (SEL) is critical to the introduction of college and career readiness standards. To bridge the connection between social-emotional learning and the work that educators are already doing, educators need access to tools, supports, and resources on social-emotional learning that are integrated into existing teacher evaluation and professional development systems. Not only does this reinforce the importance of social-emotional learning, it avoids overburdening educators by layering on yet another separate initiative. Ensuring that the teacher evaluation systems privilege and reinforce the successful teaching of these competencies is, therefore, of critical importance. To aid this critical work, this Research-to-Practice Brief aims to do the following: (1) Identify the teaching practices that promote student social-emotional learning, which in turn are critical for student academic learning; and (2) Showcase how three popular professional teaching frameworks (the Danielson &quot;Framework for Teaching,&quot; the Classroom Assessment Scoring System observation instrument, and the Marzano observation protocol) embed practices that influence not only student academic learning but also student social and emotional competencies. Although this Research-to-Practice Brief discusses one approach to connect social-emotional learning to other initiatives (connecting general teaching practices that promote SEL to current professional teaching frameworks), there are multiple ways to integrate SEL. Action steps to help states better support educators as they teach the whole child are provided.