ethanporcaro/eric-fulltext-meta huggingface dataset:
Why the Personal Competencies Matter. Connect: Making Learning Personal
Author: Redding, Sam
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Learning Processes,Competence,Guidelines,Metacognition,Cognitive Ability,Student Motivation,Interpersonal Competence,Emotional Intelligence,Goal Orientation

This issue in the &quot;Connect&quot; series is a field report that discusses how a student's personal competencies--cognitive, metacognitive, motivational, and social/emotional--propel learning and other forms of goal attainment. These personal competencies are personal to the individual in their shape, size, and effect, but they are enhanced by families, teachers, youth groups, and other venues that intentionally build them. The challenge for schools is how to reach each student to ensure that he or she continues constructing this underlying architecture of personal competencies so that school learning is facilitated. Four practice guides that can enhance personal competencies are listed in this report: &quot;Through the Student's Eyes&quot;; &quot;The Something Other&quot;; &quot;Personal Competencies in Personalized Learning&quot;; and &quot;Personal Competency: A Framework.&quot;
Innovative Schools in Michigan. Connect: Making Learning Personal
Author: Page, Stephen F., Ed.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Instructional Innovation,Teaching Methods,Educational Practices,Educational Strategies,Effective Schools Research,Mathematics Instruction,Blended Learning,Elementary Secondary Education

This second issue of &quot;Connect&quot; highlights innovative teaching as practiced by teachers and administrators in Michigan schools as they seek to provide greater personalization for every student's learning. Nicholas Provenzano and Ben Gilpin give field reports from their schools, which have implemented a version of 20-Time--a concept borrowed from business where it has been used to encourage creativity in product development. 20-Time seeks to promote students' motivation, autonomy, and communication and interpersonal skills in collaborative endeavors--all characteristics deemed essential for their working careers. Tara Maynard and Delia Bush provide field reports on their flipped math classes. Flipped classrooms take advantage of technology by reversing the traditional schoolwork-homework activities. This arrangement allows greater personalization, and creates extra class time for teachers to help individual students or small groups while other students work on exercises. Chris Stanley, Luke Woods, and Michael Lonze describe their school's Hybrid Learning Program, which makes student learning a &quot;24/7&quot; enterprise through the use of the school's learning management system--Blackboard. The hybrid classroom allows for both online and face-to-face interactions between students and teachers, and creates a good environment for competency-based education. Nate Langel describes his school's participation in a project-based learning model, which relies extensively on Internet tools, and seeks to engage students in authentic problem solving and self-directed learning.
Including the Learner in Personalized Learning. Connect: Making Learning Personal
Author: Rickabaugh, Jim
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Individualized Instruction,Competency Based Education,Capacity Building,Educational Practices,Student Centered Curriculum,Academic Achievement,Outcomes of Education,Educational Change,Learner Controlled Instruction

This issue is in response to Janet Twyman's brief, &quot;Competency-Based Education: Supporting Personalized Learning&quot; in the &quot;Connect: Making Learning Personal&quot; series. The discussion in Twyman's brief stopped short of being explicit regarding the aspect of personalized learning that Wisconsin's education innovation lab, the Institute @ CESA #1, has found to be the most powerful and profound in terms of student learning--supporting learners to make the transition from a passive recipient of adult instruction to a partner in learning. This support is key to building learner capacity for sustained, independent learning--the type of learning that can last a lifetime. This brief discusses the following: (1) Partnering &quot;with&quot; students; (2) Transitioning to new practice; (3) Student performance and behavior; and (4) Recommendations for engaging in the practice of personalized learning. [For &quot;Competency-Based Education: Supporting Personalized Learning. Connect: Making Learning Personal&quot; (2014), see ED558055.]
Personalized Learning in Wisconsin: FLIGHT Academy. Connect: Making Learning Personal
Author: Taege, Jeffrey
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Learning Problems,Emotional Disturbances,English Language Learners,Academically Gifted,Educational Facilities Planning,Educational Facilities Design,Grade 6,Grade 7,Grade 8,Middle School Students,Middle School Teachers

This field report is the third in a series produced by the Center on Innovations in Learning's League of Innovators. The series describes, discusses, and analyzes policies and practices that enable personalization in education. Issues of the series will present either issue briefs or, like this one, field reports on lessons learned by practitioners recounting the successes and obstacles to success encountered in implementing personalized learning. This issue is a field report on the FLIGHT (Facilitating Learning through Integration, Guidance, High expectations, and Technology) Academy in Waukesha, Wisconsin. The FLIGHT Academy is a personalized learning program functioning within a traditional school model. The diversity of students in the program is representative of the school district. The program provides services for students with learning and emotional disabilities, students who are English language learners, and students who are gifted and talented. There is no grade or ability requirement to enroll in FLIGHT; students and their parents only have to fill out an application showing interest. This field report describes the steps that went into the development of the FLIGHT Academy, and the modifications that have been made to the program in response to various challenges that surfaced after the implementation of the program.
Priorities for Improving Iowa's Child-Care System: A Five-Year Plan for Early Care and Education. January 2014 Update
Author: Child and Family Policy Center
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Child Care,Educational Quality,Improvement,Strategic Planning,Low Income Groups,Eligibility,Social Services,Poverty,Parents,Financial Support,Child Caregivers,Wages,Budgeting,Quality Assurance,State Standards

The Child and Family Policy Center convened key stakeholders during 2011 and again in 2013 to identify needed improvements to the state's child-care system. This plan reflects the input of focus groups of parents and providers held around Iowa and a planning committee of representatives from public and nonprofit organizations involved with child care. Affordable, high-quality child care provides a strong foundation for children's future well-being and improves the state's workforce now and later. Iowa's child care system has a strong base to build on, but too often falls short. This document is an update to a five-year child care improvement plan created in late 2011. Iowa has made several important gains since then--including two increases to provider reimbursement rates under child care assistance--but work remains in three major areas: (1) Affordability; (2) Availability; and (3) Quality. This brief document outlines important approaches and key strategies are in each of these areas.
Early Learning Left Out: Building an Early-Learning System to Secure America's Future. Federal, State and School District Investments by Child Age. 4th Edition. 2010-2012
Author: Bruner, Charles
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Investment,Early Childhood Education,Budgets,Educational Finance,State Federal Aid,Information Sources,Expenditures,Child Development,Expenditure per Student,Needs Assessment,Federal Programs,State Programs,Statistical Distributions,Statistical Surveys,Educational Needs,Funding Formulas

As a society, are we investing enough in our youngest children? The BUILD Initiative's latest report, Early Learning Left Out, by CFPC director Charles Bruner, provides a clear answer that current investments fall far short. The report draws upon the most recent federal, state, and public school budget information--and what we know about effective investments in young children. It offers valuable information for those seeking to build early learning systems, based upon fiscal analysis and the latest research and evidence of the need for and value of additional investments in early childhood services. &quot;Data Sources and Apportionment&quot; is appended.
Giving a Little Help to Girls? Evidence on Grade Discrimination and Its Effect on Students&apos; Achievement. CEP Discussion Paper No. 1341
Author: Terrier, Camille
Date: 2015-03-00
Type: Reports - Research
Subjects: Gender Discrimination,Gender Bias,Grades (Scholastic),Grading,Academic Achievement,Student Behavior,Teacher Behavior,Course Selection (Students),Scores,Foreign Countries,Secondary School Students,Grade 6,Student Records,Grade 9,High School Students,Grade 11,Standardized Tests,Models,Hypothesis Testing,Grade Repetition,Longitudinal Studies

This paper tests if gender-discrimination in grading affects pupils' achievements and course choices. I use a unique dataset containing grades given by teachers, scores obtained anonymously by pupils at different ages, and their course choice during high school. Based on double-differences, the identification of the gender bias in grades suggests that girls benefit from a substantive positive discrimination in math but not in French. This bias is not explained by girls' better behavior and only marginally by their lower initial achievement. I then use the heterogeneity in teachers' discriminatory behavior to show that classes in which teachers present a high degree of discrimination in favor of girls are also classes in which girls tend to progress significantly more than boys, during the school year but also during the next four years. Teachers' biases also increase the relative probability that girls attend a general high school and chose science courses. The following are appended: (1) Do teachers' characteristics affect the gender bias?; (2) Estimation of the gender bias if the blind and non-blind scores do not measure the same abilities; and (3) Measure of the omitted variable bias affecting ? and a[subscript 2]. [This paper was produced as part of the Centre's Education Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.]
Paying for Higher Education. Paper No. EA026
Author: Wyness, Gill
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Paying for College,Higher Education,Tuition,Costs,Economically Disadvantaged,Access to Education,Socioeconomic Influences,Fees,Government Role,Foreign Students,College Attendance,Undergraduate Study,Graduate Study,Educational Change,Student Financial Aid,Taxes,Competition,Politics of Education

The United Kingdom (UK) has dramatically increased the supply of graduates over the last four decades. The university system has successfully produced a huge increase in mass higher education over the last 40 years to meet an increased demand for skilled workers. It is one of the UK's most successful export industries in terms of attracting foreign students and is second only to the US in terms of scientific prestige. The coalition government's efforts to transfer the financial burden of higher education away from the taxpayer and towards graduates, and create a more efficient, competitive sector, have not yet materialised. In fact, the current system has almost no price variation and is almost as expensive as the one it replaced. This report discusses the costs and growth of higher education in the UK.
Competency-Based Education: Supporting Personalized Learning. Connect: Making Learning Personal
Author: Twyman, Janet S.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Individualized Instruction,Learner Controlled Instruction,Student Centered Curriculum,Mastery Learning,Credits,Academic Standards,State Standards,Grading,Instructional Program Divisions,Educational Technology

This issue brief is the first in a series produced by the Center on Innovations in Learning's League of Innovators. The series will describe, discuss, and analyze policies and practices that enable personalization in education. Topics should be of particular interest to state education agencies and district and school personnel. This first issue overviews the complexities of implementing competency-based education, a component of personalization that has received growing attention. Subsequent issues of the series will present either issue briefs, like this one, or field reports on lessons learned by practitioners recounting the successes and obstacles to success encountered in implementing personalized learning. Neither the issue briefs nor the field reports attempt to present in-depth reviews of the research; for those resources readers are encouraged to access the Center on Innovations in Learning's resource database.
Handbook on Innovations in Learning
Author: Murphy, Marilyn, Ed.
Date: 2013-00-00
Type: Collected Works - General
Subjects: Educational Innovation,Outcomes of Education,Best Practices,Data,Decision Making,Educational Change,Educational Improvement,English Instruction,Language Arts,Literacy,Disabilities,Individualized Instruction,Technology Uses in Education,Games,Electronic Learning,Response to Intervention,Vocational Education

The &quot;Handbook on Innovations in Learning&quot; focuses on innovations--both methodological and technological--in teaching and learning that promise to surpass standard practice in achieving learning outcomes for students. The experts who have written chapters in this Handbook first identify the underlying principles of learning and then describe novel, balanced approaches, based on these principles, to accelerate learning. The chapters in this Handbook consider best practice from the perspective of topics emerging as priorities in education. Each of the authors presents a concise review of the literature on the topic of the chapter, an explanation of what the topic means in relation to education, and, suggests action principles for states, districts, and schools. The Handbook is structured into four parts. Part 1: Innovation in Learning, presents the following: (1) What Is an Innovation in Learning? (Sam Redding, Janet S. Twyman, and Marilyn Murphy). (2) Stimulating Innovation (or Making Innovation Meaningful Again) (Maureen M. Mirabito and T. V. Joe Layng); (3) Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform (Ronnie Detrich); and (4) The Logic of School Improvement, Turnaround, and Innovation (Sam Redding). Part 2: The Student in Learning Innovation, contains: (1) Innovative Practice in Teaching the English Language Arts: Building Bridges Between Literacy In School and Out (Michael W. Smith); (2) Innovations in Language and Literacy Instruction (Michael L. Kamil); (3) Specialized Innovations for Students with Disabilities (Joseph R. Boyle); and (4) Getting Personal: The Promise of Personalized Learning (Sam Redding). Part 3, Technology in Learning Innovation, contains: (1) Education + Technology + Innovation = Learning? (T. V. Joe Layng and Janet S. Twyman); (2) Games in Learning, Design, and Motivation (Catherine C. Schifter); (3) Advances in Online Learning (Herbert J. Walberg and Janet S. Twyman); and (4) Learning, Schooling, and Data Analytics (Ryan S. J. d. Baker). Part 4, Reports From the Field: Innovation in Practice, includes: (1) Idaho Leads: Applying Learning In and Out of the Classroom to Systems Reform (Lisa Kinnaman); (2) Using Response to Intervention Data to Advance Learning Outcomes (Amanda M. VanDerHeyden); and (3) Innovation in Career and Technical Education Methodology (Mark Williams). A glossary (Robert Sullivan) is included. Individual chapters contain references.
Creating a Content Strategy for Mobile Devices in the Classroom
Author: Mahon, Karen
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Handheld Devices,Technology Uses in Education,Expenditures,State Departments of Education,Curriculum Development,Check Lists

Students' access to smartphones continues to grow. Use of tablets and e-readers continues to grow in the classroom. Whenever a large purchase of mobile devices is made for education, the very next question asked is, &quot;Now what?&quot; It is the planning for and using of the devices as part of an overall approach to the curriculum, locally, that will determine how the interests of different stakeholders are satisfied…or not. This practice guide is intended to help stakeholders in the following ways: (1) To assist teachers, curriculum and technology specialists, and administrators plan and implement the use of mobile devices and content in schools and districts; (2) To help administrators understand the content and implementation planning that is required for a successful mobile device implementation before they make a large expenditure on hardware, lest that outlay of money be a waste in the absence of a larger strategy; and (3) To give state education agencies insight into what happens in local schools' and districts' planning for content and curriculum as part of a mobile device implementation. The following assumptions have been made in writing this practice guide: (1) A purchase of mobile devices, a decision about what type of mobile devices to buy, or a decision to implement a bring-your-own-device (BYOD) program in the school or district has already been made; (2) A technology plan that addresses the technical aspects of a mobile device implementation--such as sufficient broadband, networking of devices, and device management--has already been established; and (3) The reader is at the point of asking, &quot;Now what?&quot; in addressing content and curriculum in the implementation of mobile devices in individual classrooms. The following are appended: (1) Screenshots--Sample App Evaluations; (2) Technical Checklist Sample; and (3) Technical Checklist.
How to Build a Residential College
Author: O'Hara, Robert J.
Date: 2002-00-00
Type: Journal Articles
Subjects: Higher Education,On Campus Students,Colleges,Residential Institutions,Teacher Student Relationship,Student Experience,Student College Relationship,College Students,College Faculty,Educational Facilities,Counseling,Educational Environment

Critics of higher education in the United States have been missing their proper target for many years. It may be true on some large campuses that &quot;tenured radicals&quot; and trendy courses have politicized the curriculum and brought about a local collapse of Western civilization. But it is also true that radical professors have been annoying the establishment since Peter Abelard disturbed the church fathers in medieval Paris, and trendy courses have been objects of scorn since Harvard University first allowed its students to substitute French for Hebrew (in 1787). The real crisis in higher education today is not about the curriculum, it is about the poverty of student life. At most large universities in the last 40 years, the faculty have given up all responsibility for the lives of students outside the classroom and the resulting vacuum has been filled with nonacademic residence life departments. For a generation, troubles such as out-of-control dormitories, social isolation, alcohol abuse, institutionally promoted segregation, and a complete lack of connection between the classroom and life outside the classroom have plagued universities that nevertheless advertise themselves as &quot;caring&quot; and &quot;student-centered.&quot; The solution to the problem of the poverty of campus life is simple and radical: we must return the faculty to their proper place--not just as teachers in the classroom but as the principal influences on student life throughout the university. On some campuses, this is already happening through a return to one of the oldest models of university structure in existence: the decentralized residential colleges of the Universities of Oxford and Cambridge.
Government-Funded Program Completions 2014. Preliminary. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Federal Aid,Graduation Rate,Delivery Systems,Community Education,Annual Reports,Educational Research,Tables (Data),Statistical Distributions,Statistical Data,Geographic Distribution,Job Skills,Occupational Clusters,Occupations,Intellectual Disciplines,Educational Practices

This publication provides data on Australian Qualifications Framework (AQF) programs completed from 2010 to 2014 in Australia's government-funded vocational education and training (VET) system (broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and other registered providers). The 2014 data are preliminary and will be revised following the annual data submission to the 2015 National VET Provider Collection. Final figures will be released in July 2016.
Lessons from VET Providers Delivering Degrees
Author: Callan, Victor J.
Date: 2015-00-00
Type: Reports - Research
Subjects: Delivery Systems,Vocational Education,Associate Degrees,Bachelors Degrees,Case Studies,Higher Education,Qualifications,Interviews,Employee Attitudes,Performance Factors,Tables (Data),Operations Research,Guidelines,Best Practices,Educational Change,Incentives,Alignment (Education),Finance Reform,Quality Assurance,Strategic Planning,Competition,Institutional Characteristics,Access to Education,Recognition (Achievement),Teacher Effectiveness,Student Development,Costs,Educational Administration,Staff Development,School Support,Foreign Countries

This report is focused on the strategic, capability and operational reasons why traditional vocational education and training (VET) providers move to the delivery of higher education qualifications in their own right, in addition to their vocational qualifications. It is particularly interested in associate and bachelor degrees. By undertaking six case studies with both public and private VET providers, this research highlights the experiences and lessons learned by these institutions in delivering higher education qualifications. These case studies provide useful information for any VET provider considering adding higher education delivery to its current suite of qualifications. Through the completion of 23 interviews with key staff during the last half of 2013, the six in-depth case studies were developed. An interview guide for the case studies is appended.
Completion and Attrition Rates for Apprentices and Trainees 2014. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Apprenticeships,Contract Training,Statistical Data,Student Attrition,Trainees,Vocational Education,Dropout Rate,Graduation Rate,Prediction,Adult Education

This publication presents completion and attrition rates for apprentices and trainees using three different methodologies: (1) contract completion and attrition rates: based on the outcomes of contracts of training; (2) individual completion rates: based on contract completion rates and adjusted for factors representing average recommencements by occupation; and (3) projected contract completion and attrition rates for the latest commencing apprentice and trainee cohorts: based on a &quot;life tables&quot; methodology. Contract completion and attrition rates are derived by tracking the outcomes of contracts of training over time.