ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effort of Parent-Child Reading Activity in Chinese Traditional Family Education: A Practical Study in a Primary School of Shenzhen
Author: Yaqiong, Kang
Date: 2022-03-00
Type: Journal Articles
Subjects: Parent Child Relationship,Foreign Countries,Reading Instruction,Elementary School Students,Family Environment,Reading Improvement,Reading Ability,Language Skills,Mandarin Chinese,Student Attitudes,Home Study,Parent Attitudes

China is a country with traditional family education. Parents greatly influence their children, especially under the one-child policy and urbanization background. Chinese teaching requires context and training. Reading and communication are important ways to improve Chinese. Parent-child reading can better help students in grades 1-3 to read. This article aims to compare students' performance and interview results of parents in an elementary school in the immigrant city, Shenzhen, Guangdong Province, China, to explore the supporting role of parents in this family education. Previously, similar language research work has examined the students' language development in Shenzhen Pontus' families for further research. This study used mixed methods to analyze the parent-child reading situation in a school in Shenzhen. This article also compared the students' Chinese performance to judge the impact of parent-child reading on students. The results show that the influence of parent-child reading in family education has an obvious positive effect. The specific auxiliary role is reflected in children's reading ability, Mandarin level, and literary knowledge. Therefore, this study suggests that teachers and parents promote parent-child reading work. Parent-child reading is not only conducive to the psychological growth of students but also conducive to the cultivation of students' language ability, especially for the cultivation of students' Mandarin and literary ability.
Completing College: National and State Reports. With New Longitudinal Data Dashboard. (Signature Report No. 20)
Author: Causey, J.
Date: 2022-02-00
Type: Reports - Evaluative
Subjects: Longitudinal Studies,College Graduates,Educational Attainment,Outcomes of Education,Higher Education,Enrollment Trends,College Transfer Students,Two Year Colleges,Universities,Part Time Students,Full Time Students,Comparative Analysis,Student Characteristics,Stopouts,Reentry Students,Visual Aids,Educational Trends,Trend Analysis,State Norms,Race,Ethnicity,Gender Differences,Age Differences,Institutional Characteristics

As the tenth in the Completing College series, this report updates the six-year college completion rates nationally and by state, by tracking the enrollment and completion outcomes for the fall 2015 cohort of beginning college students through June 2021. The national completion rate measures the performance of the entire higher education system. It counts all students who enter postsecondary education for the first time each fall, enrolling full-time or part-time at two-year or four-year institutions, and completing at any U.S. degree-granting institution. It includes those who complete after transfer, not just completions at the starting institution. Thus, the results more fully capture today's students' diverse pathways to success, which increasingly involve mobility across institutions and across state lines, re-entry after stop-out, and changes in enrollment intensities. Newly added this year, the longitudinal data dashboard offers detailed six-year completion outcomes by cohort year across starting institution sectors and student backgrounds, enabling national and state-level comparisons through interactive visualizations and analysis tools. Underlying data are available online for downloading. [Title varies: &quot;Completing College: National and State Report on Six-Year Completion Rates for Fall 2015 Beginning Cohort (Signature Report 20).&quot;]
Puerto Rico Department of Education&apos;s Reliability of Program Performance Data and Use of Adult Education Program Funds. Final Audit Report. ED-OIG/A04O0004
Author: Office of Inspector General (ED)
Date: 2018-02-22
Type: Reports - Research
Subjects: Reliability,Program Evaluation,Adult Education,Program Administration,Compliance (Legal),Educational Finance,Audits (Verification),Federal Legislation,Federal Aid,State Departments of Education,Accuracy,Financial Audits,Performance Based Assessment,Grants,Reports,Data Analysis,Expenditures

The objectives of the audit were to determine whether the Puerto Rico Department of Education (Puerto Rico): (1) submitted complete, accurate, and reliable Adult Education program performance data to the U.S. Department of Education (Department); (2) ensured that Adult Education program funds were used in accordance with applicable Federal and State laws and regulations; and (3) awarded subgrants competitively to eligible local service providers in accordance with applicable Federal and State laws and regulations. The audit covered program year (PY) 2012-2013, July 1, 2012, through June 30, 2013. Puerto Rico can improve its oversight of the Adult Education program to ensure that it: (1) submits complete, supported, and accurate performance data to the Department; (2) uses funds in compliance with applicable laws and regulations; and (3) obtains and reviews single audit reports of subgrantees. This report highlights the audit findings and provides recommendations to the Assistant Secretary for the Office of Career, Technical, and Adult Education regarding requirements for Puerto Rico.
Diversity and Inclusion Strategic Plan, FY 2019-2022
Author: Office of Inspector General (ED)
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Diversity,Inclusion,Strategic Planning,Public Agencies,Efficiency,Program Effectiveness,Integrity,Labor Force,Organizational Effectiveness,Accountability,Federal Government,Government Employees,Institutional Mission,Organizational Change,Organizational Culture,Change Agents,Family Work Relationship,Federal Legislation,Equal Opportunities (Jobs)

Through this plan, the U.S. Department of Education (Department) Office of Inspector General (OIG), affirms and advances their long-standing commitment to a diverse and inclusive workforce and workplace environment that will help ensure that the work they produce is accessible to the diverse public they serve. This plan aligns with the goals presented in their statutory Five-Year Strategic Plan (FY 2018-2022). Specifically, their office strategic goals are to: (1) deliver high-quality, timely, and impactful products and services that promote efficiency, effectiveness, and integrity in the Department's operations and programs; (2) cultivate a diverse, highly skilled, and inspired workforce; and (3) implement internal processes that promote organizational effectiveness, stewardship of resources, and accountability. The Diversity and Inclusion Strategic Plan also heeds the call of Executive Order 13583, &quot;Establishing a Coordinated Government-wide Initiative to Promote Diversity and Inclusion in the Federal Workforce,&quot; so OIG may use the talents of all segments of society in creating a culture that encourages collaboration, flexibility, and fairness. The results of the efforts presented in this plan will have a positive impact on the work OIG produces on behalf of America's taxpayers, students, as OIG draws on a wealth of varied perspectives, experiences, and skills that will allow them to consistently improve their products and services. The results will also allow OIG to better meet their statutory mission to promote the efficiency, effectiveness, and integrity of, and root out waste, fraud, and abuse involving the Department's programs and operations.
Balancing District Impacts and Community Interests: Considerations for District Charter Authorizers
Author: Chait, Robin
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Inclusion,Charter Schools,Student Needs,Family Needs,Community Needs,Student Interests,State Legislation,State Regulation,School Districts,Decision Making,Public Schools,School Role,School District Wealth,Educational Finance,School Effectiveness,Economic Factors,Institutional Characteristics,Elementary Secondary Education

Informed and inclusive charter school authorizing means taking a community-based approach to better understand and meet the needs and interests of the students, families, and communities that charter schools intend to serve. This shift is unfolding in the context of state statutes and regulations and, in some places, local policies or processes that require authorizers to assess &quot;district impact&quot;--that is, the impact of opening a new charter school on traditional public schools or the district as a whole. This brief supports charter school authorizers in making decisions rooted in evidence of local communities' wants and needs as well as analysis and projections about the impact on traditional public schools and the school district as a whole.
Teacher Residency Programs in California: Financial Sustainability Challenges and Opportunities
Author: Hirschboeck, Kate
Date: 2022-01-00
Type: Reports - Research
Subjects: Residential Programs,Grants,Cooperating Teachers,Mentors,Minority Group Students,Teacher Shortage,Labor Force Development,Career Pathways,Financial Support,State Programs,Financial Problems,Sustainability,Teacher Interns,Teacher Education Programs

The California Teacher Residency Grant Program provided essential, one-time funding to jump-start new and to expand existing teacher residencies, which are pathways into the teaching profession that integrate a residents' coursework with a yearlong placement in the classroom of an expert teacher. In spring of 2021, WestEd collected data through the formative evaluation of the grant program to understand the extent to which grantee programs are building toward financial sustainability within the context of their one-time funding sources. The findings outlined in this brief indicate that the financial sustainability of programs is a critical challenge to address. Now is a crucial time to support California's residencies to engage in the intentional planning and partnership building that will ensure California's investment pays off for years to come.
Leading for Impact with Hybrid Learning
Author: New Leaders
Date: 2021-08-00
Type: Reports - Research
Subjects: Blended Learning,Instructional Leadership,Academic Achievement,Evidence Based Practice,Faculty Development,Leadership Training,Educational Change,Best Practices,Theory Practice Relationship,Standards,Comparative Analysis,Delivery Systems,School Districts,Communities of Practice,Computer Mediated Communication,Peer Relationship,Instructional Design,Models,Equal Education,Capacity Building,Program Effectiveness

New Leaders is an educational leadership organization and the mission is to ensure high academic achievement for all children, underscored by the commitment to racial equity, social justice, and an unwavering belief in the potential of every student. The rigorous and evidence-based approach to professional learning has been proven to work, with the a finding in 2019 that school leaders trained by New Leaders: (1) have a positive, statistically significant impact on student's math and literacy performance; and (2) are retained in their roles at higher rates and support higher student attendance than their peers. In 2013 New Leaders transitioned to a hybrid learning model, redesigning and adapting our program content and activities to better incorporate best practices around adult learning and better equip school leaders to translate theory into practice. The report evaluates how the hybrid learning model improves in participant data across several of the tenets identified by Learning Forward's &quot;Standards for Professional Learning&quot; when compared to in-person only delivery models.
Report of the Commissioner of Education for the Year Ended June 30, 1909. Volume I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1909-00-00
Type: Historical Materials
Subjects: Boards of Education,Professional Associations,Student Financial Aid,Academic Standards,Public School Teachers,Teacher Education,Teacher Salaries,Retirement Benefits,Tenure,International Relations,Health,Hygiene,Playgrounds,Compulsory Education,Child Labor,Labor Legislation,African American Students,Educational Legislation,Foreign Countries,Higher Education,Periodicals,Administrators,Superintendents,Single Sex Colleges,Coeducation,College Presidents,Vocational Education,Department Heads,College Faculty,Elementary Secondary Education,Principals

In Volume I, the Commissioner of Education introduces topics to be covered in the report. Chapter 1 covers current education topics, including work of boards and commissions, education associations, student aid, education standardization, public school teacher training, teacher salaries and pensions, tenure, international relations education, health and hygiene, playgrounds, compulsory education and child-labor laws, and education of the colored race. Chapter 2 covers education-related legislation in the second session of the 60th Congress. Subsequent chapters concern state education associations, insular education, foreign education, college and student periodicals received by District of Columbia libraries. Also included is a directory of chief state school officers, city superintendents, single-sex and coeducational college and university presidents, school of technology presidents, university and college pedagogy department heads and professors, and normal school principals. [For Volume II, see ED620728.]
Report of the Commissioner of Education for the Year Ended June 30, 1909. Volume II
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1910-00-00
Type: Historical Materials
Subjects: Public Schools,State Schools,Urban Schools,Colleges,Vocational Education,Agricultural Education,Professional Education,Elementary Secondary Education,Industrial Arts,Business Schools,African American Education,Correctional Education,Delinquency,Institutionalized Persons,Special Schools,Blindness,Deafness,Students with Disabilities,Intellectual Disability,Foreign Countries,Elementary Education

Volume II of the Commissioner of Education's report presents discussion and statistics on state common-school systems; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional schools; normal schools; secondary schools; manual and industrial training; commercial and business schools; schools for the colored race; reform schools; schools for the blind and for the deaf; schools for the feeble-minded; foreign elementary education; and Alaskan education. A statistical summary is included. [For Volume I, see ED620727.]
Assessment of the Department&apos;s Reconstitution Plans Following COVID-19. ED-OIG/S20DC0008
Author: Office of Inspector General (ED)
Date: 2020-12-14
Type: Reports - Research
Subjects: Public Agencies,Federal Government,Reentry Workers,Government Employees,COVID-19,Pandemics,Guidance,Planning,Occupational Safety and Health,Disease Control

The objective of this inspection was to assess the U.S. Department of Education's (Department) plans and procedures for returning employees to the federal office in the wake of the coronavirus pandemic, including what existing guidance the Department considered when developing its plans and procedures. Specifically, the Office of Inspector General (OIG) reviewed the Department's reconstitution plans and procedures in response to the coronavirus pandemic and described how the Department developed these plans. This also included noting whether the Department's plans appear to be in alignment with existing guidance and noting any apparent weaknesses in the plan with regard to the guidance. This report provides OIG's findings and recommendations for the Department.
The Department&apos;s Oversight of the Indian Education Formula Grant Program. Control Number ED-OIG/A19Q0002
Author: Office of Inspector General (ED)
Date: 2018-09-28
Type: Reports - Evaluative
Subjects: Grants,Federal Indian Relationship,Educational Legislation,Elementary Secondary Education,Federal Legislation,Student Needs,Educational Needs,American Indian Students,Alaska Natives,Preschool Education,State Standards,School Districts,Tribes,Financial Audits,Audits (Verification),Program Evaluation,Federal Aid,Expenditures,Educational Finance,National Competency Tests,Scores,Program Administration,Program Improvement,Recordkeeping,Reading Achievement,Mathematics Achievement,Eligibility,Risk Assessment

The Indian Education -- Formula Grants to Local Education Agencies (Indian Education Formula Grant) program is authorized under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). It is the Department's principal vehicle for addressing the particular needs of Indian children. The program is designed to address the unique cultural, language, and educationally related academic needs of American Indian and Alaska Native (AI/AN) students, including preschool children, so that those students can achieve to the same State academic content standards and student academic achievement standards expected of all students. Under the program, formula grants are awarded to provide assistance to elementary and secondary schools for programs serving Indian students. Local educational agencies (LEAs), Department of the Interior/Bureau of Indian Education (BIE)-funded schools, and Indian tribes (under certain conditions) are eligible for grants. The objective of this audit was to determine whether the Department of Education (Department) has an adequate process in place to ensure grantees are using funds appropriately and performance goals are being met. This final audit report presents the results of the audit.
Teaching K-8 Science through Distance Learning: Specific Challenges and Successes during the COVID-19 Pandemic. Policy Brief
Author: Macias, Meghan
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Science Instruction,Barriers,Teaching Methods,Kindergarten,Elementary School Teachers,Middle School Teachers,Science Teachers,Distance Education,Educational Change,School Closing,Pandemics,COVID-19,Educational Quality,School Districts,Equal Education,Access to Education,Teacher Attitudes,Teaching Conditions,Alignment (Education),Teacher Surveys,Learner Engagement,Student Motivation,Online Courses,Internet,Access to Computers,Faculty Development,Technological Literacy,Pedagogical Content Knowledge,Instructional Materials

The COVID-19 pandemic exacerbated existing inequitable access to quality science education as teachers taught dramatically less science after school closures, particularly science that strongly fulfills the Next Generation Science Standards (NGSS). In particular, teachers struggled to implement key features of the NGSS related to investigations and experiments. This brief describes challenges teachers experienced teaching K-8 science through distance learning and explains how teaching conditions during the pandemic affected the specific types of instruction that are consistent with the intent of the NGSS. The brief also presents a variety of successes by teachers and districts, and it concludes with recommendations and reasons for districts to support science, even during a pandemic. A companion brief, &quot;Teaching K-8 Science Through Distance Learning: Overall Impacts of the COVID-19 Pandemic,&quot; details the study's research methodology and outlines findings that relate to the impact of pandemic closures on key aspects of high-quality science instruction. [For the companion brief, see ED620756.]
Challenges for Consideration in Implementing and Overseeing the CARES Act. Oversight of U.S. Department of Education&apos;s Coronavirus 2019 Relief Efforts. ED-OIG/X20DC0003
Author: Office of Inspector General (ED)
Date: 2020-09-10
Type: Reports - Evaluative
Subjects: Pandemics,Federal Aid,COVID-19,Federal Legislation,Program Implementation,Public Agencies,Federal Government,Grants,Student Financial Aid,Program Evaluation

This management information report provides the Office of Inspector General's (OIG) perspective on challenges the U.S. Department of Education (Department) may face as it implements and oversees the Coronavirus, Aid, Relief, and Economic Security (CARES) Act. In preparing this report, audit work performed by OIG and the Government Accountability Office (GAO) as well as OIG's annual Management Challenges reports were reviewed. OIG also reviewed challenges that the Department faced when administering education-related grant programs funded by the American Recovery and Reinvestment Act (Recovery Act), to include how the challenges were addressed and what lessons were noted as needing to be considered in the event that legislation providing a large yet temporary funding increase for new or existing programs (like the Recovery Act) was enacted in the future. OIG identified challenges related to grantee oversight and monitoring, student financial assistance oversight and monitoring, and data quality and reporting that the Department should consider as it implements and oversees the CARES Act.
Examining High School Students&apos; Academic Amotivation
Author: Yurt, Eyüp
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Student Motivation,Demography,Foreign Countries,Gender Differences,Instructional Program Divisions,Institutional Characteristics,Parent Background,Family Income

This research aimed to examine the academic amotivation of high school students. To that end, the academic amotivation levels of high school students were determined, and their amotivation levels were compared according to some demographic variables. The study group of the research consisted of 318 students studying at different high schools in Bursa, Turkey, in the fall semester of the 2021-2022 academic year. &quot;Demographic Information Form&quot; and &quot;Academic Amotivation Scale&quot; were used to collect data. Data were analyzed by applying descriptive statistics, independent groups t-test, and a one-way analysis of variance. The results showed that high school students had moderate academic amotivation. Students' academic amotivation levels differed significantly according to gender, grade level, school type, income level, and parental education. Based on the research results, some suggestions for practice have been developed.
Curriculum Development in Science Education in Vocational School
Author: Maryanti, Rina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Science Education,Science Curriculum,National Curriculum,Vocational High Schools,Specialization,Instructional Materials,Competence

The purpose of this study was to determine the science education curriculum in vocational high schools. We used the literature review method to obtain data. We analyzed the national curriculum in Indonesia regarding science education in vocational schools. The results showed that almost all vocational programs in vocational schools contain material about science education. The science education curriculum was contained in class X material in the content of vocational specialization (C1, C2, and C3), especially integrated science subjects. That is because science material was the basis for studying further material related to scientific phenomena in an applicative way. This research is expected to make it easier for readers to understand science education in vocational schools.