ethanporcaro/eric-fulltext-meta huggingface dataset:
Entrepreneurial Learning in TVET. Discussion Paper
Author: McCallum, Elin
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Entrepreneurship,Vocational Education,Technical Education,Teaching Methods,Educational Policy,Policy Formation,Career Development,Educational Change,Labor Force Development,Curriculum Development,Teacher Education,Vocational Education Teachers,Online Courses,Extracurricular Activities,Systems Approach,Foreign Countries

As a result of its direct link to the labour market, technical and vocational education and training (TVET) plays an important role in equipping the modern workforce with in-demand skills. This discussion paper aims to inspire the introduction of entrepreneurial learning in TVET towards a fully mainstreamed approach, whereby entrepreneurial learning is integrated into the role, function and delivery of TVET systems for the benefit of all learners. The paper provides insight into the different approaches to mainstreaming entrepreneurial learning and illustrates the contribution of the key pillars that make up the entrepreneurial learning ecosystem. This is supported by a series of practical examples from TVET systems around the world, illustrating how entrepreneurial learning is being transformed into reality by governments, TVET systems, communities, networks, institutions, teachers, trainers and TVET learners. This paper explores five elements of the entrepreneurial learning ecosystem: (1) Developing policy for entrepreneurial learning; (2) Curricula and pedagogies; (3) Supporting teachers and trainers; (4) Learning modes other than formal curricula; and (5) Career paths and start-ups.
The Gap between Language Teaching Policies and Classroom Practices in the Turkish EFL Context: The Effects on Teacher Motivation
Author: Basok, Emre
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Educational Policy,Language Teachers,Native Speakers,Teacher Attitudes,Teacher Motivation,Elementary Secondary Education,Communicative Competence (Languages),National Curriculum,Grammar,Teaching Methods

This qualitative study explores Turkish English as a Foreign Language (EFL) teachers' perspectives regarding current English Language Teaching (ELT) policies, ELT curriculum, assessment practices, and teacher motivation in the Turkish EFL setting. The study's participants in this study were three native Turkish EFL teachers, teaching at elementary, middle school and high school levels. Data in the present study were collected with semi-structured online interviews. The interview data were coded with a priori codes, and the data were analyzed according to thematic analysis. The focus of the study was to explore whether EFL teachers teaching at primary and secondary levels observed a gap between the language teaching policies and actual classroom implementation of these policies in the Turkish EFL context, and if there was a perceived gap, how this gap affected EFL teachers' motivation at different grade levels. The study found that teachers' classroom practices were inconsistent with the expectations of official language teaching policy. Even though the findings of this study are not generalizable, the findings of this study are transferrable to other educational contexts and can be used to deepen understanding of the policy and practice gap phenomenon in different EFL and English as a Second Language (ESL) contexts.
Morphological Awareness Skills of Second and Third Grade Students with and without Speech Sound Disorders
Author: Apel, Kenn
Date: 2020-01-30
Type: Reports - Research
Subjects: Morphology (Languages),Phonological Awareness,Grade 2,Grade 3,Speech Impairments,At Risk Students,Elementary School Students,Literacy,Spelling,Reading Skills

Purpose: Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method: Thirty 2nd and 3rd grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks, and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results: Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions: Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed. [This paper will be published in &quot;Language, Speech, and Hearing Services in Schools.]
Starting from the Bottom: First Steps to Improve School Funding in Arizona. Fair School Funding: A Resource Equity Report
Author: McKillip, Mary
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Educational Finance,Financial Support,School Support,Poverty,Low Income Students,Finance Reform,School Districts,Educational Equity (Finance),Elementary Secondary Education

The Arizona school funding system is in urgent need of reform, ranking at the bottom of the states for every measure of adequacy and equity. To remedy the current situation, two short-term actions can be implemented immediately: (1) increase school funding for all students, and (2) target additional funding to districts serving students in poverty. These short-term improvements can set the stage for an overhaul of the entire funding formula.
Understanding Adjustment Aid in New Jersey School Funding: A Case Study of Jersey City
Author: Farrie, Danielle
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Educational Finance,Funding Formulas,State Aid,Urban Schools,School Districts,Public Schools,Income,Financial Support,School Support

One of the most misunderstood aspects of New Jersey's school funding formula is the role of adjustment aid, one of several school aid categories paid directly by the state. Although adjustment is distributed to over 100 districts across the state, this policy brief focuses specifically on the unique circumstances facing Jersey City in an effort to explain how and why adjustment aid is distributed and its importance in ensuring school districts have enough funds to provide a thorough and efficient education. This report is also intended to clear up some common misconceptions about school funding in Jersey City -- which is often characterized as an increasingly wealthy city that shirks its responsibility to fund its public schools -- and offer recommendations to ensure all students have the resources needed for academic success.
Funding Opportunity: Replacing Georgia&apos;s Early Intervention and Remedial Programs with Funding for Low-Income Students. Fair School Funding: A Resource Equity Report
Author: McKillip, Mary
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Educational Finance,Funding Formulas,Low Income Students,Early Intervention,Remedial Programs,Resource Allocation,Expenditure per Student,Low Achievement,Poverty,Academic Achievement,Elementary Secondary Education

Georgia's school funding formula currently provides additional funds for academically struggling students through Early Intervention (EIP) and Remedial Education Programs (REP). These programs drastically underserve the number of students who are not proficient on state assessments, and participation is inconsistent across districts. Georgia could dramatically improve the allocation of resources to non-proficient students by replacing these programs with a poverty-based opportunity weight. A formula weight that increases the per pupil allocation for low-income students would more effectively deliver resources to academically struggling students, while also giving districts the flexibility to design academic and social interventions that address students' unique circumstances. We recommend that the Georgia Legislature 1) commission an independent cost study to determine the appropriate weight, 2) revise the funding formula to replace EIP and REP with the opportunity weight, and 3) develop an accountability framework to ensure that the funding generated is well spent.
Investigation of Teacher Candidates&apos; Family Communication Patterns According to Different Variables (Turkey: Kastamonu University Example)
Author: Bilgici, Bahar Gumrukcu
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teachers,Family Relationship,Social Behavior,Gender Differences,Parent Background,Educational Attainment,Geographic Regions,Family Structure,Municipalities,Community Characteristics,Student Characteristics,Interpersonal Communication,Discussion

This study aims to investigate the communication patterns of teacher candidates. For this purpose, 577 teacher candidates were examined (420 women, 157 men). A Demographic Information Form and the Revised Family Communication Pattern Instrument were used to collect the required data. Paired-samples t-test was used to investigate whether there was a difference between participants' conversation-orientation and conformity-orientation scores, and independent-samples t-test was used to investigate whether there was a difference in scores across the genders. Further, one-way ANOVA was used to determine whether there was a relationship between the parent's level of education, the region where the teacher candidates grew up in, and the size of these places. Least significant difference (LSD) test was used to follow up on the significant results. The results revealed a significant difference in conversation- and conformity-orientation average scores across the genders. According to these results, female teacher candidates were found to have higher conversation-orientation scores, whereas male candidates were found to have higher conformity-orientation scores. Additionally, it was found that as parents' education level increase, the conversation-orientation in the family communication also increases. In the framework of family communication, it has been determined that the teacher candidates with the highest conversation-orientation scores were from Marmara Region, whereas the teacher candidates with the highest conformity-orientation scores were from Black Sea Region. A positive relationship was found between the region where teacher candidates grew up and the conversation-orientation scores. Moreover, their conformity-orientation scores were found to be negatively related with the size of the place where the teacher candidates grew up. [This paper was published in the INTE-ITICAM-IDEC 2018 Paris, France proceedings, Volume 1, p1005-1012.]
The State of U.S. Science &amp; Engineering. National Science Board Science &amp; Engineering Indicators 2020. NSB-2020-1
Author: National Science Foundation, National Science Board
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Sciences,Engineering,Elementary Secondary Education,Science Education,Mathematics Education,Higher Education,Engineering Education,Labor Force,Publications,Research and Development,Investment,Innovation,Industry,Public Opinion,Employment Patterns,Academic Degrees,Foreign Countries,Foreign Students,Females,Minority Groups,Skilled Workers,Foreign Workers,Financial Support,International Cooperation,Intellectual Property,Scientific Attitudes

Contributions from and innovation in science and technology over many decades have resulted in dramatic improvements to American lives, including enhanced living standards and life expectancy, better access to information and connectivity across the globe, and increased access to and affordability of consumer goods. The analysis in this report is based on data from &quot;Science and Engineering Indicators 2020&quot; (&quot;Indicators 2020&quot;), which has been redesigned to ensure that the content is maximally useful and accessible to a wide audience. &quot;Indicators 2020&quot; consists of nine thematic reports that provide a high-level overview of the U.S. S&amp;E enterprise, which includes elementary and secondary science and mathematics education, S&amp;E higher education, S&amp;E workforce, S&amp;E publications, R&amp;D investment, academic R&amp;D, R&amp;D-intensive industries, innovation, and public perceptions of S&amp;T. This report highlights the key findings and indicators from the &quot;Indicators 2020&quot; thematic reports. Detailed analysis of these key indicators, as well as numerous important topics, are addressed in the individual thematic reports and are summarized in the executive summary of each report. This report is organized in six topical sections. The report begins with the topic of education, including performance of K-12 students and S&amp;E degrees awarded in the United States, along with relevant international comparisons. The second section describes the demographic composition of the U.S. S&amp;E workforce and employment trends, including trends in the skilled technical workforce. The next two sections focus on R&amp;D, including the U.S. position within a global context and the structure of U.S. R&amp;D performance and funding. The fifth section examines trends in global S&amp;T capabilities, including S&amp;E research publications and R&amp;D-intensive industry output. The sixth section focuses on innovation-related indicators, as well as U.S. public attitudes toward S&amp;T. The report ends with concluding remarks, as well as references and resources, such as a glossary of terms and acronyms, detailed notes for figures, and information on the other reports, including &quot;Indicators 2020&quot; thematic reports that provide the underlying analysis for each section.
Invest in Georgia Teachers: The Need to Attract and Retain a High-Quality Workforce. Fair School Funding: A Resource Equity Report
Author: McKillip, Mary
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Public School Teachers,Teacher Recruitment,Teacher Persistence,Educational Finance,Teacher Certification,Teaching Experience,Faculty Mobility,Teacher Salaries,Financial Support,School Districts,African American Students,Low Income Students,Elementary Secondary Education

Teachers in Georgia's public schools are unhappy about low pay and poor working conditions impacting their ability to provide a quality education to all students. A qualified teaching staff is an essential resource needed to give students a meaningful opportunity to succeed in school. Despite recent funding increases, Georgia districts are hiring new teachers without standard certification at higher rates, and more inexperienced teachers are in classrooms now than six years ago. Teachers are leaving the Georgia public schools altogether or switching to different districts in the state. Georgia's majority Black and low-income school districts are struggling much more than other districts to hire and retain experienced teachers with standard certifications. Lawmakers must make a stable workforce of qualified teachers across the state a top priority on their public education legislative agenda. Increased funding can be targeted to teacher salaries and better benefits, teacher hiring and development, and improved school climate and school resource allocation to attract and retain quality teachers.
Capital Construction Budget Recommendations and Prioritization, 2019-2021 Biennium for the Nebraska State College System, University of Nebraska, and Nebraska College of Technical Agriculture
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2018-10-11
Type: Numerical/Quantitative Data
Subjects: Expenditures,Higher Education,Maintenance,State Colleges,Educational Facilities,Facility Improvement,School Maintenance,Statewide Planning,Budgets,Construction Needs,Resource Allocation,School Construction,Educational Facilities Improvement,Civil Rights Legislation,Disabilities,Federal Legislation,School Safety

The Coordinating Commission for Postsecondary Education provides funding and priority recommendations for Nebraska State College, University of Nebraska, and Nebraska College of Technical Agriculture at Curtis (NCTA) capital construction budget requests, as outlined in Nebraska's Constitution and Statutes. The overarching principle used in this process is to provide safe, functional, well-utilized, and well-maintained facilities that support institutional efforts to provide exemplary programs. Section I of this report provides additional detail regarding ongoing routine maintenance, deferred repair, and renovation/remodeling needs at State College and University State-supported facilities. The Commission recommends continued reaffirmation funding of all partially funded capital construction projects as outlined in Section II. Section III outlines the State College, University, and NCTA capital construction budget requests as submitted by their respective governing board. These requests include Task Force for Building Renewal requests from all institutions and individual capital construction budget requests from the State Colleges. Funding recommendations are provided in Section IV of the report, including recommended funding modifications to several capital construction budget requests. Section V of the report provides additional detail on the prioritization process and the individual points assigned to each capital construction budget request. [For the 2017-19 report, see ED604926.]
Postsecondary Education Operating and State Aid Budget Recommendations, 2019-21 Biennium
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2018-10-11
Type: Reports - Evaluative
Subjects: Postsecondary Education,Budgets,State Aid,Operating Expenses,Educational Finance,Access to Education,Higher Education,Paying for College,Academic Persistence,Accountability,Student Financial Aid,Low Income Students,High School Students,Dual Enrollment,Grants,Costs,Tuition,Fees,Student Loan Programs,Debt (Financial)

The State constitution and state statutes require Nebraska's Coordinating Commission for Postsecondary Education to review the budget requests of the University of Nebraska, the Nebraska State College System, and the community colleges in light of specific criteria set forth in the statutes. The Commission also makes recommendations on major statewide funding issues and initiatives, as suggested by statute. The Commission's recommendations begin with a discussion of statewide funding issues and initiatives. This biennium, the Commission recommends that the state concentrate on two statewide issues: financial aid for low-income students, including the Access College Early (ACE) program for high school students from low-income families, and continued state support for public postsecondary institutions. After considering statewide issues, the recommendations turn to the institutional requests. In the process of developing the public postsecondary education budget recommendations for the 2019-21 biennium, the Commission reviewed 11 requests as part of the continuation budget requests, one request for a new and expanded program, and the community college state aid request. In its recommendations, the Commission recognizes that financing higher education is a shared responsibility between the state and students, but believes that the preponderance of the responsibility for affordable public higher education rests with the state.
TVET Country Profile: Nigeria
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2019-04-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Educational Policy,Teaching Methods,Vocational Education Teachers,Teacher Qualifications,Quality Assurance,Educational Change,Secondary Education,Postsecondary Education,Enrollment,Gender Differences,Socioeconomic Status,Expenditures,Educational Finance,Institutional Characteristics,Educational Certificates,Academic Degrees,Governance

The country profiles provide concise, reliable and up-to-date information on technical and vocational education and training (TVET) systems worldwide. They are the result of a collaborative process between UNESCO-UNEVOC and the TVET stakeholders in each country. TVET in Nigeria aims to assist the federal and state education authorities in their effort to revitalize, reform and expand the provision of skills, vocations, science and technology to meet the nation's present and future socio-economic needs. [Compiled in collaboration with the National Board for Technical Education, Nigeria.]
Broadband Imperative III: Driving Connectivity, Access and Student Success
Author: Fox, Christine
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Access to Computers,Internet,Academic Achievement,Technology Uses in Education,Educational Change,Transformational Leadership,Influence of Technology,Teaching Methods,Equal Education,Rural Areas,Urban Planning,Technology Planning,Educational Policy,State Policy,Federal Regulation,Educational Technology,Elementary Secondary Education,Electronic Learning,Integrated Learning Systems,Student Experience,Elementary School Students,Secondary School Students,STEM Education,Computer Simulation,Blended Learning,Access to Information,Low Income Students

The advent of new technologies and increased access to robust connectivity is reshaping the K-12 landscape for teaching and learning. School districts nationwide are leveraging digital instructional materials and resources to deliver transformative and impactful personalized learning opportunities for students and to enhance the administrative coordination of school business. Educators are striving to meet the needs of the modern workforce including the need to develop life-long learners that can adapt to ever changing jobs and careers as technology continues to disrupt the digital age workplace. This report advocates for equitable, reliable, robust broadband access both on and off campus to prepare all students for life and work. This report builds upon SETDA's earlier work, including its groundbreaking Broadband Imperative series of reports and State Broadband K12 Leadership reports. Exemplars highlight states and districts where robust bandwidth has already positively impacted teaching and learning. [For the summary, see ED604818. Additional funding from Parana River Group (PRG) and Spectrum. For &quot;The Broadband Imperative II: Equitable Access for Learning,&quot; see ED584156.]