ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Directed Learning and Self-Regulated Learning: What&apos;s the Difference? A Literature Analysis
Author: Linkous, Holley Marie
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Independent Study,Content Analysis,Correlation,Learning Strategies,Learning Theories,Educational Practices,Futures (of Society),Definitions

Self-directed learning (SDL) is widely associated with adult learning but is occasionally misunderstood. As a result, the term self-regulated learning (SRL) has been used interchangeably with SDL in literature. Based on a content analysis, this paper explores the difference between techniques of SDL and SRL and provides a basic interpretation of the results found in foundational literature in both areas. This paper outlines the definitions used for understanding the theories, a discussion of the connections between SDL and SRL, and implications for practice and future research. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Trends and Direction of Adult Education
Author: Chang, Bo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Trends,Educational Change,Adult Education,Educational Policy

In this paper, I will analyze the shifts of adult education historically through the lens of power and policies, technology, the nature of the field, and the structural constraints in the context of higher education. The findings show that in general, in the field of adult education, there has been a change from social justice, anti-poverty to efficiency and job-oriented adult education; from more social and politically-driven in the past decades to more job-related and economically-driven in recent years, from serving the marginalized people to serving the elites. Technology, nature of the field of adult education, and structural setting of the higher education constrained the development of adult education. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Warning! Not for Sensitive Viewers: Creating Exhibits Policies for Encouraging Healthy Public Discourse
Author: Wray, Christina C.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Exhibits,Policy Formation,Discussion,Community Involvement,Academic Libraries,Technology,Library Services

Exhibits offer insight into what an organization values while providing patrons the opportunity to be challenged and engaged. This paper explores ways exhibits policies can be crafted to move exhibits beyond the walls and cases to create a space for community discussion that promote growth and understanding by providing space for discussions, contextualizing information, and clear guidelines for organizers and participants. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
What Does It Take to Live a Profound Life?
Author: Holyoke, Laura B.
Date: 2021-00-00
Type: Information Analyses
Subjects: Adult Development,Adult Learning,Theories,Self Concept,Values,Psychological Patterns,Knowledge Level,Experience,Personal Narratives

The purpose of this literature review was to develop the profound living concept through a synthesis of themes extracted from scholarly literature. The problem encountered was a lack of theory and depth in the concept of profound living. The methods used in this study were a thorough literature review in which concepts were extracted from related theories and ideas related to profound living. Ego development theory was utilized as a framework to guide the exploration of living profoundly. This resulted in a conceptualization of profound living that integrates ideas from life narratives, eudaimonia, and wisdom. This cogent conceptualization of profound living should guide future empirical research on this topic. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Practitioners&apos; Recommendations to Improve the Academic Success of Economically Disadvantaged Students in Wisconsin. WCER Working Paper No. 2020-13
Author: Miesner, H. Rose
Date: 2020-12-00
Type: Reports - Research
Subjects: Economically Disadvantaged,Poverty,Public Schools,Teacher Attitudes,Principals,Administrator Attitudes,Educational Policy,Academic Achievement,Success,At Risk Students,School Policy,Low Income Students,Institutional Characteristics,Elementary Schools,Middle Schools,High Schools,Rural Areas,Urban Areas,Suburbs,Environmental Influences,Intervention,Student Needs,Community Programs,Academic Support Services,Curriculum Development,Relevance (Education),Teacher Student Ratio,Barriers,Student Employment,School Role,College Readiness,Career Readiness,Testing,Student Attitudes,Teacher Education,Educational Resources,Mental Health,Educational Technology,Student Transportation,Attendance,Family School Relationship,Pupil Personnel Services,Interpersonal Relationship,Mentors,Extracurricular Activities,Identification,Family Needs,Social Influences,Political Influences,Community Resources,Young Children,Early Childhood Education

Although policymakers generally appreciate the value of crafting policies that are responsive to teacher and principal voice, doing so in a systematic way is challenging. Educator voices in the room when policies are made are often those of teachers and principals closest to policymakers. In 2019, to broaden the range of educator voices available to policymakers in Wisconsin, we asked more than 2,200 teachers and 700 principals in public schools in Wisconsin how &quot;they&quot; would change policy to improve the academic success of economically disadvantaged students. In total, 1,559 teachers and 601 principals offered suggestions for changing policy across four categories: school level--academic, student level, school level--non-academic, and community level. Though we saw variation in responses based on percent of student body eligible for free and reduced-priced lunch, grade levels served (elementary, middle, high school) and community type (city, suburb, town, rural), many responses appear with similar frequency among practitioners across contexts--indicating promise for making broader changes that impact all schools.
U.S. Department of Education FY 2020 Agency Financial Report
Author: Department of Education (ED), Office of Finance and Operations (OFO)
Date: 2020-11-16
Type: Reports - Descriptive
Subjects: Educational Finance,Federal Government,Performance,Strategic Planning,Federal Legislation,Educational Legislation,Elementary Secondary Education,Student Loan Programs,Grants,Federal Aid,COVID-19,Pandemics,Higher Education,Equal Education,Student Financial Aid,Federal Programs,Budgets,Operating Expenses,Debt (Financial),Legal Responsibility,Compliance (Legal),Adult Education,Vocational Education,College Readiness,Career Readiness,Educational Improvement,Paying for College,Expenditures,Minority Serving Institutions,Tribally Controlled Education,Costs,Loan Repayment

The purpose of the United States Department of Education's (Department) fiscal year (FY) 2020 &quot;Agency Financial Report&quot; (AFR) is to inform Congress, the President, other external stakeholders, and the American people on how the Department used the federal resources entrusted to it to advance the mission of the Department to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. The Department accomplishes its mission and the related strategic goals and objectives by administering programs that range from preschool education through postdoctoral research; enforcing civil rights laws to provide equal access and treatment; and supporting research that examines ways that states, schools, districts, and postsecondary institutions can improve America's education system. As evidenced by the information contained in this AFR, the Department has demonstrated that it is a good steward of financial resources and has put in place well-controlled and well-managed business and financial management systems, processes, and practices. The AFR is divided into four sections. The Management's Discussion and Analysis section provides information about the Department's mission and organizational structure as well as its high-level performance results, financial highlights, management assurances regarding internal controls, and forward-looking information. The Financial Section provides a message from the Chief Financial Officer, the financial statements and notes, required supplementary information, and the report from the independent auditors. The Other Information section provides the Office of Inspector General's Management and Performance Challenges for FY 2021, a summary of financial statement audit and management assurances, Payment Integrity Information Act reporting details, civil monetary penalty adjustment for inflation, &quot;GONE Act&quot; and grant closeout process reporting, and Real Property information. Finally, the Appendices section provides a listing of selected Department web links, education resources, and a glossary of acronyms and abbreviations. [For the 2019 Agency Financial Report, see ED607185.]
The Mind&apos;s Design: The Neuroscience of Stress and Resilience
Author: Beattie, Ellen N.
Date: 2021-00-00
Type: Reports - Research
Subjects: Neurosciences,Anxiety,Resilience (Psychology),Stress Variables,Metacognition,Psychological Patterns

Resilience and the ability to manage stress contribute to life satisfaction and success. Resiliency contributes to academic and professional success, healthy interpersonal relationships, confidence in oneself, and is a positive predictor of life satisfaction. The body's stress response is a highly orchestrated biological action that can help or hinder resiliency. Understanding both the psychological and neuroscience components of stress and resiliency aids in understanding the &quot;resilient person&quot; prototype and offers insights into what interventions might increase the highly desired characteristic of resiliency. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
A Test of Maslow&apos;s Hierarchy of Needs Concept by a Correlational Model among Adult Learners
Author: Shi, Yuewei
Date: 2021-00-00
Type: Reports - Research
Subjects: Self Actualization,Needs,Classification,Adult Learning,Adult Education,Teaching Methods,Adult Students,Satisfaction,Need Gratification,Higher Education,Foreign Countries

Maslow's hierarchical needs theory has a unique approach to classifying human needs into five different levels. Some researchers agree that Maslow's need theory followed a &quot;low-high&quot; order and that there is a dominance level for five needs in a hierarchical structure. At the same time, some researchers argue that Maslow's needs are approached randomly. Therefore, this study uses correlation and regression models to examine the relationship among five diverse Maslow's needs levels among adult learners. It is expected that this research would assist adult education educators and practitioners in understanding the relationship of the five needs' levels and craft adaptable teaching or training strategies based on the similarities of the five needs' levels for adult learners. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Teacher Diversity in Pennsylvania from 2013-14 to 2019-20
Author: Shaw-Amoah, Anna
Date: 2020-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: Diversity (Faculty),Disproportionate Representation,Public School Teachers,Elementary Secondary Education,Minority Group Teachers,White Teachers,Teacher Distribution,Racial Distribution,Minority Group Students,White Students,Gender Differences,Racial Differences

The scarcity of teachers of color (TOCs) in Pennsylvania has been well-documented. In 2018, Research for Action (RFA) reviewed the literature on the benefits of teachers of color for all students and highlighted barriers, strategies, and initiatives in &quot;Patching the Leaky Pipeline: Recruiting and Retaining Teachers of Color in Pennsylvania.&quot; Using national survey data from 2011-12, it was found that Pennsylvania's rate of disproportionality between students of color (SOCs) and TOCs is among the highest in the nation. Later that year, in collaboration with WHYY and the Philadelphia Public School Notebook, 2016-17 data provided by the Pennsylvania Department of Education (PDE) was examined, finding that the majority of Pennsylvania schools and 37% of entire school districts employed only White teachers. A key observation in each of these studies was that, in contrast to widely available data on student race/ethnicity, there is no regular public reporting of teacher race/ethnicity in Pennsylvania. More than two years later, that is still the case. Recently, WHYY obtained seven years of teacher race/ethnicity data via records request from PDE, dating from 2013-14 through 2019-20 school years. RFA cleaned this data and merged it with student data to calculate the percentages of teachers and students by race/ethnicity at the state, county, district, and school levels for all Pennsylvania public schools. This brief presents descriptive findings of RFA's examination of this new data. The brief begins by updating prior analyses of the general distribution of teacher and student demographics across the Commonwealth. Next, the association between student and teacher demographics is examined. Finally, additional analyses are included to compare race/ethnicity between: (1) subgroups of full-time, part-time, and split-time teachers; (2) teachers of elementary, secondary, and ungraded classes, and; (3) teachers of different instructional subjects. An Appendix is included, with tables that identify schools and districts which have consistently employed the highest rates of TOCs and schools that have employed only white teachers over the past seven years, despite high rates of SOCs. [For &quot;Patching the Leaky Pipeline: Recruiting and Retaining Teachers of Color in Pennsylvania. A PACER Policy Brief,&quot; see ED589381.]
Supporting Neighborhood Schools from Pre-K through High School: Successes and Challenges of the North Lawndale Cluster Initiative. Research Report
Author: Allensworth, Elaine M.
Date: 2020-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: Neighborhood Schools,Elementary Schools,High Schools,Elementary Secondary Education,Equal Education,Academic Achievement,Educational Improvement,Program Evaluation,Educational Finance,School Effectiveness,Preschool Education,School Schedules,Student Mobility,Attendance,Learner Engagement,Scores,Achievement Gap,Outcomes of Education

Chicago Public Schools (CPS) have shown considerable improvements in student achievement over the last 20 years, but concerns about unequal educational opportunities across different communities in the city continues to be a pressing issue. The North Lawndale Cluster Initiative (NLCI) sought to improve academic achievement and educational attainment in a cluster of neighborhood schools in Chicago from 2013-14 through 2018-19, providing funding for four elementary schools and their neighborhood high school to provide vertically-integrated services from pre-k through high school. This evaluation describes the changes in student outcomes that occurred in the years of the initiative. All outcomes improved, and many outcomes showed substantial improvements, although only pre-k attendance was significantly higher compared to matched schools that served similar students. The analysis assessed the impact of funding a vertical integration cluster strategy in one neighborhood and should not be taken as an assessment of the effectiveness of the schools overall, or of individual programs. The bulk of the funding was used to expand pre-k from half-day to full-day programs, which showed significantly more improvement over time, relative to comparison schools. Outcomes in the elementary, middle, and high school grades generally improved at a similar rate as other district schools serving similar students. Furthermore, as described in the report, the potential gains that NLCI schools could have realized were limited by high student mobility rates and variability in the size and composition of the student population from year-to-year at the high school level.
Fall 2019 Enrollment Fact Book and Ten-Year Enrollment Comparison and Selected Information on Diversity
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Undergraduate Students,Graduate Students,Student Diversity,Student Characteristics,Full Time Students,Part Time Students,College Entrance Examinations,Scores,Out of State Students,Ethnicity,Sex,Place of Residence,Age,College Freshmen,State Universities,College Programs,Counties,Multicampus Colleges,Extension Education

The Fall 2019 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2018 Enrollment Fact Book, see ED594012.]
A Promise for Equitable Futures: Enabling Systems Change to Scale Educational and Economic Mobility Pathways
Author: Casey, Katherine
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Access to Education,Equal Education,Educational Opportunities,Social Mobility,Educational Change,Social Justice,Lifelong Learning,Ecology,Participative Decision Making,Student Centered Learning,Teaching Methods,Evidence Based Practice,Active Learning,Student Projects,Systems Approach,Educational Strategies,Educational Innovation,Career Pathways

Fewer than one in five American students follow a clear and uninterrupted path from high school through college to career. The promise of a public education is to prepare all learners to engage in, contribute to, and achieve purpose in the world, both as it is today and as it will be tomorrow. And yet, the American education system as we know it is insufficient to realize this commitment. Today, complex and compounding forces compel something more than incremental change in public education. Skyrocketing racial and economic inequality perpetuate generational poverty, predominantly for Black, Latinx, Indigenous people, demanding that education do more to create social and economic mobility. This report issues a call to action for states to enact a Learner Promise: a commitment that every learner will have access and support to pursue a certified pathway with system-wide opportunities that guarantee entry into a meaningful, chosen career that will build social and economic capital over the course of their lives. Operating under this promise, states would enact systems of governance, policy, and infrastructure to certify that learners who demonstrate competencies in K-12, postsecondary, workforce, and community settings along a supported pathway will have access to continuing education and a purposeful, living wage career.
2020 National Student Satisfaction and Priorities Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2020-00-00
Type: Reports - Research
Subjects: Student Surveys,National Surveys,Student Satisfaction,Student Experience,Benchmarking,Probability,Enrollment,Scores,Tuition,Undergraduate Students,Graduate Students,Private Colleges,Public Colleges,Community Colleges,Nontraditional Students,Online Courses,Blended Learning,Educational Quality,School Security,Educational Assessment

For 25 years, nearly 3,000 colleges and universities have used the Ruffalo Noel Levitz (RNL) Satisfaction-Priorities Surveys to assess their students, strengthen the student experience, increase student success and completion, and prioritize campus planning initiatives. The surveys are valued so highly because they reveal where institutions are succeeding and where they should focus their attention and resources. By asking students to rate their satisfaction and priorities, campuses can quickly uncover strengths and challenges. The RNL surveys take a comprehensive look at the student experience, asking students for their feedback on issues inside and outside the classroom, and then provide peer institution benchmarks for specific student groups. This national report aggregates data from the 2017-18, 2018-19, and 2019-20 academic years. The majority of the responses are pre-pandemic, which makes this report a snapshot of student satisfaction before COVID-19. That means that these benchmarks provide insight into how much student satisfaction in the &quot;new normal&quot; compares to the last year of the &quot;old normal.&quot; It also means that in this rapidly changing environment, assessing student satisfaction is more important than ever. [For &quot;2019 National Student Satisfaction and Priorities Report: A Focus on Trends over the Past 10 Years,&quot; see ED606624.]
2020 High School Student Perceptions of College Financing Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2020-00-00
Type: Reports - Research
Subjects: High School Students,Student Attitudes,Paying for College,Student Costs,Student Financial Aid,Access to Information,College Choice,Parent Participation,Information Sources,COVID-19,Pandemics

This &quot;2020 Perceptions of College Financing Report&quot; provides insights that colleges and universities can use to engage students and families in conversations about cost. Ruffalo Noel Levitz (RNL), PLEXUSS, and RaiseMe sponsored this poll to identify the concerns high school students have about paying for college and the resources that will help them manage the financial aid process. Some of the key findings include: (1) Cost is the top reason students stop considering an institution; (2) Fewer than half of high school juniors reported receiving information about financial aid from campuses; (3) Nine out of ten high school juniors expect they will need to take out loans to pay for college; and (4) Half of parents expect COVID-19 will cause the cost of college to increase. With these and the remainder of the findings, this report hopes to help show institutions how to align their financial aid communications with the concerns, needs, and expectations of students and parents. [This report was co-sponsored by PLEXUSS and RaiseMe.]
Can Scores on an Interim High School Reading Assessment Accurately Predict Low Performance on College Readiness Exams? Stated Briefly. REL 2016-134
Author: Koon, Sharon
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Reading Tests,Scores,Predictor Variables,College Readiness,High School Students,Grade 9,Grade 10,College Entrance Examinations,Accuracy,At Risk Students,Identification,Reading Comprehension,Reading Achievement,Mathematics Achievement,Syntax,Writing Achievement,Science Achievement,Aptitude Tests,High Schools

This study examines whether scores from an interim reading assessment in grade 9, the Florida Assessments for Instruction in Reading--Florida Standards, can be used to identify students who may score below the college readiness benchmark on the Preliminary SAT/National Merit Scholarship Qualifying Test and ACT Plan in grade 10. Using scores on an existing interim reading assessment in an early warning system could enable districts to identify at-risk students without an additional testing burden, time away from instruction, or added cost. [For the full report, see ED565632.]