ethanporcaro/eric-fulltext-meta huggingface dataset:
50-State Comparison: Academic Credit for Military Experience
Author: Whinnery, Erin
Date: 2018-02-26
Type: Reports - Descriptive
Subjects: College Students,College Credits,Prior Learning,Military Service,Military Personnel,State Policy,State Programs

This 50-State Comparison provides a national overview of state policies to award college students with academic credit for military experience. This resource provides a link to the data table that answers the question, &quot;Does the state have a policy to award academic credit for military experience?&quot; Key findings are also listed.
50-State Comparison: High School Feedback Reports
Author: Pechota, Damion
Date: 2020-10-12
Type: Reports - Descriptive
Subjects: High Schools,Feedback (Response),Reports,College Bound Students,Transitional Programs,High School Graduates,College Enrollment,Outcomes of Education,College Freshmen,Educational Needs,Student Needs,State Policy,Educational Policy,State Programs,Data Use

High school feedback reports can allow states, districts and schools to evaluate the transition of students from high school to postsecondary education. These reports or data systems contain a variety of information on a state's high school graduates, including postsecondary enrollment data, developmental education needs and first year postsecondary outcomes, all reported at the individual high school level. This interactive resource provides a national comparison of high school feedback reports or systems across all 50 states and the District of Columbia. Hyperlinked data tables for 50-State Comparisons showing how all states approach specific policies are provided. A specific state's approach can be viewed by going to the individual state profiles page.
50-State Comparison: Adult Inclusion in State Financial Aid Policies
Author: Pingel, Sarah
Date: 2017-10-23
Type: Reports - Descriptive
Subjects: Adult Students,Student Financial Aid,Inclusion,State Aid,State Policy,Educational Policy,Comparative Analysis,Eligibility,Criteria

This 50-State Comparison shows how states approach adult inclusion in state financial aid policies. Education Commission of the States researched state financial aid policies in all states to provide this comprehensive resource, with information provided for the two largest financial aid programs (by expenditure) in each state, according to 2015 data. The following hyperlinks to data tables are included: (1) Are awards based on academic merit, financial need, or other criteria?; (2) Do students need to enroll full-time to receive aid?; (3) Is eligibility linked to the date that the student graduated high school?; (4) Does the state define a statewide application deadline, and if so, what is the deadline?; (5) Which postsecondary sectors are eligible to participate?; and (6) All data points for all states.
50-State Comparison: Advanced Placement Policies
Author: Zinth, Jennifer Dounay
Date: 2016-05-11
Type: Reports - Descriptive
Subjects: Advanced Placement,State Policy,Educational Policy,Comparative Analysis,High Schools,School Districts,State Aid,Teacher Education,State Programs,Student Needs,College Credits

Education Commission of the States has researched Advanced Placement (AP) policies in all states to provide this comprehensive, interactive resource. It provides links to the 50-state comparisons showing how all states approach specific AP policies. A specific state's approach can be viewed by going to the individual state profile page. Key findings are also provided.
Quality Support Program: End of Stage Four Evaluation Report
Author: Australian Children's Education and Care Quality Authority (ACECQA)
Date: 2022-10-00
Type: Reports - Research
Subjects: Educational Quality,Educational Improvement,Early Childhood Education,Child Care,Child Care Centers,Quality Assurance,Foreign Countries,Faculty Development,Professional Development,Preschool Teachers,Child Caregivers,Instructional Leadership,Program Evaluation,Coaching (Performance),Program Effectiveness,Evaluation Methods

This report presents key findings from the four years of the Quality Support Program (QSP). The QSP is an initiative of, and funded by, the New South Wales (NSW) Department of Education Early Childhood Education Quality Assurance and Regulatory Services Directorate (NSW DoE), involving the delivery by Australian Children's Education and Care Quality Authority (ACECQA) of free tailored professional development and support to approved providers and service leaders of eligible services across NSW. The QSP has been implemented in four stages, with each stage comprising separate groups of services in 'rounds' of up to 18 weeks of tailored support. These rounds have overlapped with each other. This report covers Stages One to Four. The objectives of the QSP are to improve the quality of participating services so they receive a rating of Meeting NQS or higher, and to improve participants' knowledge of and confidence in the NQS and assessment and rating. Participants were provided with bespoke resources, a QSP facilitator to answer questions, discuss improvement priorities and through a coaching approach prompt critical reflection, and provide one-on-one targeted tailored support with continuous quality improvement. The structure of each QSP round consisted of introductory workshops, provision of eLearning modules and other resources, service visits, support phone calls, video coaching calls, and emails. Workshops and service visits were conducted in-person in Stages One and Two and mostly online in Stage Three and Four due to COVID-19 restrictions. Different service types presented with different contexts and support needs. The QSP drew on the insights of participants to produce service-type specific resources. [For the report from Stage Three, see &quot;Supporting Quality Improvement in Education and Care: Quality Support Program Stage Three -- Key Findings&quot; (ED622370).]
AISD Central Office Work Environment Survey Results for Chief Human Capital Office, Spring 2013 and Spring 2014. DRE Publication # 13.49 RB f
Author: Gross, Raymond
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 and 2014 for AISD employees in the Chief Human Capital Office. Separate reports also were published for other central office departments and offices as well as an overview report for all central offices.
AISD Central Office Work Environment Survey Results for Chief Operations Office, Spring 2013 and Spring 2014. DRE Publication # 13.49 RB g
Author: Gross, Raymond
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 and 2014 for AISD employees in the Chief Operations Office. Separate reports also were published for other central office departments and offices as well as an overview report for all central offices.
AISD Central Office Work Environment Survey. 2012 through 2015. DRE Publication #14.68
Author: Austin Independent School District (AISD)
Date: 2015-06-00
Type: Numerical/Quantitative Data
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2015 for AISD central office employees.
AISD Central Office Work Environment Survey: Chief Academics Office. 2012 through 2015. DRE Publication #14.69 RB a
Author: Austin Independent School District (AISD)
Date: 2015-06-00
Type: Numerical/Quantitative Data
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2015 for AISD central office employees in the Chief Academics Office.
AISD Central Office Work Environment Survey: Chief Financial Office. 2012 through 2015. DRE Publication #14.69 RB b
Author: Austin Independent School District (AISD)
Date: 2015-06-00
Type: Numerical/Quantitative Data
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather informationabout working conditions. The following report presents the survey results for Spring 2012 throughSpring 2015 for AISD central office employees in the Chief Finance Office.
50-State Comparison: School Leader Certification and Preparation Programs
Author: Scott, Deven
Date: 2018-04-25
Type: Reports - Descriptive
Subjects: Certification,Leadership,Administrators,Administrator Education,Comparative Analysis,State Policy,Educational Legislation

As states look at ways to support schools and districts, many turn to policies surrounding preparation and licensure in an effort to better equip leaders entering the field to be successful. States have developed policies, grounded in school leadership standards, to strengthen and increase the number of quality school leaders through traditional and alternative routes to preparation and certification. This 50-State Comparison shows how all states approach school leader certification and preparation policies. The interactive report contains the hyperlinks to tables answering the following questions: (1) Has the state adopted leadership standards? (2) Which state entity approves traditional school leader preparation programs? (3) Does state policy require school leader preparation programs to align with adopted standards? (4) Does state policy require field experience as part of school leader preparation programs? (5) Does state policy allow for innovative or experimental preparation programs? (6) What are the initial school leader certification requirements? (7) What are the requirements for school leaders licensed out-of-state? and (8) Is there an alternative route to initial certification? Key takeaways are included.
Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. Practice Guide Summary. WWC 2021006
Author: Fuchs, Lynn S.
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Kindergarten,Young Children,Mathematics Instruction,Intervention,Low Achievement,Scores,Small Group Instruction,Evidence Based Practice,Educational Practices,Systems Approach,Teaching Methods

Recent research has identified interventions that improved achievement for students with low test scores in mathematics. The Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this recent research into six easily comprehensible and practical recommendations for educators to use when teaching elementary students with low test scores in mathematics. The practice guide focuses on practices and principles underlying effective small-group interventions for students in grades K-6. This summary introduces the six recommendations described in the full practice guide and the supporting evidence for each recommendation. These recommendations are designed to help educators, including mathematics general and special education educators, mathematics specialists and coaches; school, district, and state personnel; and parents. [For the full practice guide, see ED611018.]
50-State Comparison: Charter School Policies
Author: Rafa, Alyssa
Date: 2020-01-28
Type: Reports - Descriptive
Subjects: Charter Schools,State Policy,Educational Policy,Comparative Analysis,State Legislation,Educational Legislation

Charter schools are semi-autonomous public schools that receive public funds. They operate under a written contract with a state, district, or other entity (referred to as an authorizer or sponsor). Charter school laws vary from state to state and often differ on several important factors, such as who may authorize charter schools, how authorizers and charter schools are held accountable for student outcomes, and whether charter school teachers must be certified. Education Commission of the States has researched charter school policies in all 50 states to provide this comprehensive resource. This 50-State Comparison shows how all states approach specific charter school policies. The following topics are addressed: (1) Charter School Basics; (2) Charter School Applications; (3) Charter School Authorizing; (4) Charter School Autonomy and Accountability; (5) Charter School Funding; (6) Charter School Teachers; and (7) Virtual Charter Schools. Each topic area contains questions with hyperlinks to tables that show the findings for each state.
50-State Comparison: Civic Education Policies
Author: Rafa, Alyssa
Date: 2016-12-12
Type: Reports - Descriptive
Subjects: Citizenship Education,State Policy,Educational Policy,Comparative Analysis,Social Studies,Educational Legislation,State Legislation

Education Commission of the States and the National Center for Learning and Civic Engagement periodically review state statute, administrative code, standards, and curriculum to capture the status of civic learning across the United States. This December 2016 update comes as states prepare to implement the Every Student Succeeds Act and have innovative opportunities to provide students with a well-rounded education. This 50-State Comparison contains hyperlinks to tables that provide information for each state regarding the following topics: (1) high school graduation requirements; (2) if state standards include civics or citizenship education; (3) if curriculum frameworks include civics or citizenship education; (4) if state assessments include civics, citizenship education or social studies; (5) if state accountability system includes civics, citizenship education or social studies; (6) state statutes (laws) that address civics, citizenship education or social studies; and (7) if state administrative code addressed civics, citizenship education or social studies.
AISD Central Office Work Environment Survey: Chief Human Capital Office. 2012 through 2015. DRE Publication #14.69 RB c
Author: Austin Independent School District (AISD)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2015 for AISD central office employees in the Chief Human Capital Office.
AISD Central Office Work Environment Survey: Chief Operations Office. 2012 through 2015. DRE Publication #14.69 RB d
Author: Austin Independent School District (AISD)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2015 for AISD central office employees in the Chief Operations Office.
AISD Central Office Work Environment Survey: Chief Schools Office. 2012 through 2015. DRE Publication #14.69 RB e
Author: Austin Independent School District (AISD)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2015 for AISD central office employees in the Chief Schools Office.
AISD Central Office Work Environment Survey: Office of the Superintendent and Chief of Staff. 2012 through 2015. DRE Publication #14.69 RB f
Author: Austin Independent School District (AISD)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2015 for AISD central office employees in the Office of Superintendent and Chief of Staff.
Educational Journey of a Mexican Immigrant Teacher
Author: Hwang, Young S.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Minority Group Teachers,Immigrants,Mexicans,Teaching Experience,Resilience (Psychology),Teacher Certification,Barriers,Social Discrimination,Educational Opportunities,Teacher Motivation,Familiarity

This study explored the educational journey of a Mexican immigrant teacher from a resiliency perspective by taking a particularized look at how the participant overcame the challenges she faced during recertification processes in the United States. Researchers adopted narrative inquiry methods, collected qualitative data including interviews, field notes, and artifacts, and analyzed the data using content analysis. The immigrant teacher encountered a series of challenges such as language barriers, discrimination, and unfamiliarity with recertification processes. Despite the presence of difficult circumstances, the participant optimized various resources and educational opportunities. The study found that the participant resilience was oriented not only in personal factors but also in external resources. The study also uncovered that ongoing, purposeful, and systematic institutional supports had an impact on the participant resilience. The findings indicate that the success and resiliency of highly motivated Mexican immigrant teachers may not be absorbed solely by the personal level of motivation. Rather, they may continue integrating all personal, external, linguistic, cultural resources and systematic institutional supports to surmount obstacles through ongoing and active interactional processes towards their professional goals. [For the complete proceedings, see ED626149.]
Hispanic Serving Institution: Gender, Major, and Technology Influences on Academic Success during a Pandemic
Author: Flores, Luis A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Hispanic American Students,Minority Serving Institutions,College Attendance,COVID-19,Pandemics,Social Class,Majors (Students),Gender Differences,Academic Achievement

This paper focuses on the impact COVID-19 has on students attending a Hispanic Serving Institution. Data retrieved from the Latinx student population was limited, which initiated this study. The research study includes a survey that was previously used, prior to the pandemic. Variables focused on are success rates of students attending a Hispanic Serving Institution, gender, major, technology, and attending a higher education institution during a pandemic. Conflict theory was used to understand how upper-class students would have more resources needed to successfully complete courses in a Hispanic Serving Institution during a pandemic. The impact the pandemic had in the response rate was drastically seen. Due to the limited response rate, nonparametric tests were used. However, insignificant results were seen. This study shows how the researcher needs to become more resourceful in collected data using an instrument or resort to qualitative methods. The limitations were seen in the limited responses attained. [For the complete proceedings, see ED626149.]
From Inability to Expert: Using Personal Motivation to Prepare Future Reading Teachers
Author: Smith, Kelli
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Reading Instruction,Reading Teachers,Preservice Teachers,Direct Instruction,Phonemic Awareness,Phonics,Reading Fluency,Vocabulary Development,Reading Comprehension

The demand for confident reading teachers is greater than ever before. To guarantee successful reading instruction, teachers across the nation are being trained in the science of reading, which focuses on explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Large reading initiatives are tirelessly working on plans to implement the science of reading training to in-service teachers; however, what are universities doing to support their efforts? Dr. Kelli Smith, Dr. Tami Shelley, and Mrs. Pam Higgins teach reading instruction to early childhood and elementary students at Auburn University at Montgomery (AUM). Our experiences as elementary students, teachers, and leadership roles drive our desire to prepare pre-service teachers with the tools and skills needed to be confident reading educators. The following presentation will offer a more in-depth view of our motivation to learn science of reading instructional strategies so that we can best prepare our students as future reading teachers. [For the complete proceedings, see ED626149.]