ethanporcaro/eric-fulltext-meta huggingface dataset:
Redesigning High School: Local Perspectives from Schools and Districts
Author: Batel, Samantha
Date: 2018-10-00
Type: Reports - Research
Subjects: High Schools,Educational Innovation,Experiential Learning,Active Learning,Student Projects,Social Emotional Learning,School Restructuring,Career Readiness,College Readiness,Educational Policy,Vocational Education,School Community Relationship,Educational Finance

Across the United States, schools and districts are redesigning high school toward the goal of better engaging and preparing students for success after graduation. This report highlights four innovation schools and districts--(1) Noble High School in Maine; (2) International High School at Langley Park in Maryland; (3) the Science and Math Institute and Tacoma Public Schools in Washington; and (4) Hampton City Schools in Virginia--all of which are taking unique approaches to prepare students for college and career within their local context. Importantly, what makes these programs successful goes beyond their focus on college and career readiness. Each school or district emphasizes the importance of small learning communities to connect with and support students; organizes learning based on the skills and knowledge students should have as members of the workforce and their community; emphasizes hands-on project-based learning; and/or embeds social and emotional learning or other student supports into the school day. These schools can serve as models for other communities working toward high school redesign. This report examines each school's or district's approach to high school redesign, including what they are doing differently and how they are measuring success. [This report builds on a previous report from the Center for American Progress, &quot;High Schools of the Future: How States Can Accelerate High School Redesign&quot; (ED586218).]
Better Training and Better Jobs: A New Partnership for Sectoral Training
Author: Hanks, Angela
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Job Training,Labor Force Development,Models,Change Strategies,Public Policy,Employment,Federal Legislation,Labor Legislation,Financial Support,Educational Legislation,Higher Education,Vocational Education

High-quality workforce training can help workers get good jobs, improve the efficiency of businesses, and boost productivity in the economy. Unfortunately, the United States supports too little workforce training, and the training it does support too often fails to lead to good jobs or boost productivity. To improve job quality, a range of reforms is necessary--including policies that raise workplace standards such as the minimum wage; ensure full employment; strengthen worker voice and power; and improve skills. This report focuses on how workforce training can be reformed so that it is as likely as possible to lead to a good job. The report first discusses the benefits of high-quality sectoral job training as well as the need for increased worker voice in training. It then describes the existing public workforce system and existing funding for training programs, highlighting elements upon which reform could build. Finally, it outlines an effective model of reform and proposes recommendations that are necessary for successful implementation.
Building a Strong Middle Class through Career Pathways Programs: Case Studies of Germany, Singapore, and Switzerland
Author: Jimenez, Laura
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Middle Class,Career Pathways,Vocational Education,Case Studies,Foreign Countries,Comparative Education,Educational History,Educational Quality,Educational Benefits

When the COVID-19 pandemic erupted, it dismantled daily routines, the economy, and the health care system nearly overnight. The time could not be more crucial for a conversation about how to build and sustain career pathways that achieve these aims; such systems connect high-quality K-12 education with career training that leads to good jobs. There are lessons to be learned from the vocational education training (VET) systems in Germany, Singapore, and Switzerland. These countries enjoy strong academic outcomes, low youth unemployment rates, and high worker productivity and standards of living. While not without flaws, the vocational education programs in these countries are strong because they are aligned with local economic needs and are the pathway of choice for the majority of students. This report provides a brief history of career and technical education in the United States. It also presents a vision for a revamped career and technical education (CTE) system according to a five-part framework that is based on components of high-quality systems and culls lessons learned from the high-quality VET programs of Germany, Singapore, and Switzerland. Recommendations are made for federal and state governments, labor unions, and employers to implement high-quality CTE programs.
International Scholarships and Sustainability
Author: Campbell, Anne C.
Date: 2021-00-00
Type: Information Analyses
Subjects: Scholarships,College Students,Foreign Students,Student Mobility,Higher Education,Global Approach,Sustainable Development,International Education,Sustainability,Alumni,Networks,Developing Nations

Sustainable Development Goal (SDG) Target 4.b calls to &quot;substantially expand globally the number of scholarships&quot; for enrollment in overseas higher education between 2015 and 2020. To advance knowledge on international scholarships and sustainability, this chapter examines notions of sustainability in literature related to international scholarships for students in the Global South. Based on an exploratory review of literature, ways that sponsored international student mobility -- programs, students, graduates, and networks -- maintain and sustain systems and outcomes are explored. Findings are presented through four frames: (a) programmatic sustainability, (b) organizational development, (c) national sustainable development, and (d) international and global actions. Challenges to sustainability, such as poor coordination between degrees earned and local market conditions, are also discussed. In addition, the findings point to several prominent ways that scholarships could contribute to sustainability that are mostly absent from the literature: transformative education for sustainable development, and international education for environmental sustainability. The chapter closes with a vision of alumni networks -- both within and among programs -- to work together to transform societies and tackle the most pernicious international challenges of our time. [This chapter was published in: &quot;Annual Review of Comparative and International Education 2020,&quot; International Perspectives on Education and Society, Vol. 40, Emerald Publishing Limited, 2021, pp. 257-277.]
Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (ICEduTech 2020) (7th, São Paulo, Brazil, February 5-7, 2020)
Author: Kommers, Piet, Ed.
Date: 2020-00-00
Type: Collected Works - Proceedings
Subjects: Cognitive Style,Handheld Devices,Telecommunications,Graduate Students,Pollution,Technological Literacy,Preservice Teacher Education,Game Based Learning,Marketing,Instructional Effectiveness,Heuristics,Educational Games,Student Attitudes,Learning,Self Evaluation (Individuals),Metacognition,Secondary School Teachers,Active Learning,Power Structure,Distance Education,Videoconferencing,Educational Policy,Technology Integration,Science Instruction,High School Students,Foreign Countries,College Students,Engineering Education,Hypermedia,Blended Learning,Visual Stimuli,Interaction,Synchronous Communication,Online Courses,Chinese,Second Language Instruction,Electronic Learning,International Cooperation,Institutional Cooperation,Language Teachers,Global Approach,Educational Research,Computation,Thinking Skills,Computer Simulation,Accounting

These proceedings contain the papers of the 7th International Conference on Educational Technologies 2020 (ICEduTech 2020), which has been organised by the International Association for Development of the Information Society and co-organised by the University of São Paulo (&quot;Universidade de São Paulo&quot;), Brazil, from 5 to 7 February 2020. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. ICEduTech conference topics include: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. [Individual papers are indexed in ERIC.]
A Multiple Measures Approach to Workforce Equity: How Improving Job Quality in Workforce Accountability Can Help Close Equity Gaps
Author: Lam, Livia
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Quality of Working Life,Accountability,Labor Force Development,Well Being,Employees,Federal Legislation,Federal Aid,Labor Legislation,Data Use,Equal Opportunities (Jobs),Housing,Cooperation

Building on the Center for American Progress' workforce equity framework, which proposes creating and filling quality jobs with career options for all workers, this report proposes changing workforce accountability standards in order to drive labor markets toward quality job creation. It argues for restructuring workforce accountability from its current skills-focused compliance orientation to a systemic practice of increasing access to better jobs and improving career outcomes. This descriptive review--and the recommendations that follow--draw from an interdisciplinary literature on job quality metrics. The report provides an overview of the accountability indicators required under current law and makes a case for why they serve as poor indicators for measuring job quality. The report conceptualizes broadening the notions of workforce development by proposing a data dashboard of multiple workforce metrics. The concluding section briefly recommends how policymakers can begin to restructure the workforce accountability system.
Reading Skills Difficulties among EFL Learners in Saudi Arabia
Author: Alotaibi, Khalid M.
Date: 2022-06-05
Type: Information Analyses
Subjects: Foreign Countries,English (Second Language),Reading Skills,Reading Strategies,Reading Comprehension,Barriers,Vocabulary,Independent Study,Spelling,Pronunciation,Discussion (Teaching Technique),Reading Fluency,Reading Aloud to Others,Scaffolding (Teaching Technique),Second Language Learning,Reading Difficulties

Saudi EFL students experience similar difficulties as other language learners do when learning English. One of the most crucial disciplines of foreign language (FL) method study is the employment of reading strategies by speakers of EFL. Students who actively employ their reading comprehension techniques are able to comprehend and remember more of what they read as well as develop better levels of language competence. In this review paper, researchers find out the challenges that EFL learners face in reading in the Saudi Arabian context are: limited vocabulary, Lack of self-study exercises and difficulty grasping the meaning of the text, spelling of words and pronunciation problems; limited discussion among the class and group work; not reading widely enough and reading fluency. The strategies suggested for improving EFL reading skills are: hearing the teacher read aloud to the class; and scaffolding. The findings of this review study found that effective reading methods are essential for raising reading skills in EFL students in Saudi Arabia.
Emergency Elearning during a Pandemic: Tales of a Forced Transition
Author: Evans, Gerald E.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Barriers,College Faculty,Adjustment (to Environment),Experience,Online Courses

This paper explores the impact on faculty and students of the forced transition to eLearning caused by the COVID-19 pandemic. A review of the literature on eLearning modalities and the issues involved in transitioning from face-to-face instruction is followed by a series of reports on the experiences of 10 faculty in making the change from traditional instruction to various modalities of eLearning. The methodology employed is an adaptation of the grounded theory approach used in sociology. The results indicate that the primary advantages to the transition to eLearning were the flexibility afforded both faculty and students and the ability to continue delivering quality instruction during the pandemic. The primary negatives were the difficulty in engaging students in the new delivery modalities and the significant challenges involved in proctoring exams. Prior experience with online and blended learning on the part of the faculty and students made the transition smoother. [For the full proceedings, see ED621892.]
Designing for Deeper Learning: Challenges in Schools and School Districts Serving Communities Disadvantaged by the Educational System
Author: Mintrop, Rick
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Disadvantaged Environment,Disadvantaged Schools,Learning,Change Strategies,Authentic Learning,Equal Education,Critical Thinking,Thinking Skills,Cooperation,Communication (Thought Transfer),Learning Processes,Educational Improvement

Designing for and implementing deeper learning across classrooms and schools that serve communities disadvantaged by the U.S. educational system is challenging. This paper illuminates this challenge by asking the question: What would designers of interventions at the classroom, school, and district levels have to take into consideration when they want to powerfully set their organizations on a developmental path towards deeper learning? The thinking put forth in this paper is closely informed by the experiences of a number of district change projects aimed at furthering deeper learning. The projects were funded by the William &amp; Flora Hewlett Foundation and organized as research-practice partnerships (RPPs) in which improvement teams worked together to design interventions or change activities over a period of three to four years. The approaches taken by the projects differed widely. While the projects were operating in different contexts and considering different developmental phases for deeper learning, the differences also reflected underlying ideas about what schools and districts need to do in order to make deeper learning a reality in schools and classrooms. The goal of this paper is to map out the encompassing nature of the design challenge so that designers come to (1) appreciate the spectrum of tasks to be addressed given the ambition and complexity of the deeper learning undertaking; (2) recognize the unique sets of tasks that specific designs tackle and the resulting trade-offs that may be required; and (3) draw from a common frame of reference for learning across projects that aim at deeper learning.
Are High School Diplomas Really a Ticket to College and Work? An Audit of State High School Graduation Requirements
Author: Jimenez, Laura
Date: 2018-04-00
Type: Reports - Research
Subjects: High School Students,Student Certification,Graduation Requirements,Eligibility,Educational Quality,College Readiness,Career Readiness,College Admission,College Preparation,Alignment (Education),English Instruction,Science Education,Social Studies,Second Language Learning,Physical Education,Art Education,Mathematics Education,Required Courses,Elective Courses

A high school education should ensure students are eligible for their chosen pathway of what comes next: college and careers, as well as civic life. To understand the extent to which diploma requirements denote eligibility for a student's chosen postsecondary pathway of choice, this report analyzes state high school graduation requirements for a basic, nonadvanced high school diploma. The authors organize their analysis into three main areas: (1) years of study required by subject matter for high school graduation and state college admission; (2) course type and sequence required by subject matter for high school graduation and state college admission; and (3) how high school graduation requirements stack up against measures of quality. This analysis finds that students can graduate high school having done well in their courses, but still might not have met the requirements to enroll in college because of the problem of misalignment. Additionally, because state high school graduation requirements do not meet the full range of quality standards--college readiness, career readiness, and a well-rounded education--even if the requirements are aligned to college entrance requirements, students might not be truly prepared for the next step. This report includes specific policy solutions to address the preparation gap.
How Build Back Better Advances Racial Equity in Child Care and Early Education
Author: Gomez, Alejandra Londono
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Federal Aid,Equal Education,Child Care,Early Childhood Education,Preschool Education,Educational Improvement,Educational Quality,Educational Finance

The Build Back Better (BBB) Act's &quot;Birth through Five Child Care and Early Learning Program,&quot; would provide access to child care for approximately 20 million children and free universal preschool for 6 million children. The bill's historic investments would also improve the quality of programs, increase pay for providers, and reduce child care costs for families. This robust funding allows states to make policy decisions, without the harmful trade-offs, that often result from limited resources. Historically, significant underfunding and a scarcity mindset has driven state policymakers to make difficult decisions about how to allocate limited resources despite an increasing need throughout the system. And, in doing so, policymakers have too often overlooked the children and families who have been deeply impacted by these trade-offs and are in most need. This report discusses historical racial inequities, how the BBB Act's significant funding will be foundational to creating an equitable child care and early education system, and why the act offers an important step toward addressing ongoing systemic and structural inequities that deeply harm children, families, and providers of color.
Biennial Survey of Education in the United States, 1956-58
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1962-00-00
Type: Historical Materials
Subjects: School Districts,Public Education,Higher Education,Elementary Secondary Education,Special Education,Students with Disabilities,Educational Administration,Schools,Enrollment,Academic Persistence,Teachers,Income,Expenditures,Federal Aid,High School Graduates,Student Transportation,Vocational Education,Expenditure per Student,Academic Degrees,African American Education,Adult Education,Veterans Education,Public Libraries,Federal Programs,International Relations

The biennial survey presents statistics and discussion for 1957-58 on broad-range education (chapter 1), state school systems (chapter 2), higher education (chapter 4), and on special education for exceptional children (chapter 5). Chapter 3, on local school systems, was not published as no statistics were collected for this biennium. Topics include numbers of educational and administrative units, number of schools, enrollment, retention, teachers, income and expenditures, federal funds, high school graduates, pupil transportation, federally funded vocational education, per-pupil city school expenditures, college degrees, Negro education, adult education, veterans' training, public libraries, and federal Office of Education activities in international education relations.
Biennial Survey of Education in the United States, 1954-56
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1960-00-00
Type: Historical Materials
Subjects: School Districts,Elementary Secondary Education,Higher Education,Public Schools,School Libraries,Educational Administration,Schools,Enrollment,Academic Persistence,Teachers,Income,Expenditures,Federal Aid,High School Graduates,Student Transportation,Vocational Education,Expenditure per Student,Academic Degrees,African American Education,Veterans Education,Federal Programs,International Relations,Educational Finance,Students,School Personnel,Public Libraries

The biennial survey presents statistics and discussion for 1954-56 on broad-range education; state school system organization, staff, pupils, and finances; local school system staff, pupils, and finances; higher education faculty, students, degrees, receipts, expenditures, and property; and public school libraries. Topics include numbers of educational and administrative units, number of schools, enrollment, retention, teachers, income and expenditures, federal funds, high school graduates, pupil transportation, federally funded vocational education, per-pupil city school expenditures, college degrees, Negro education, veterans' training, education in U.S. outlying areas, public libraries, and federal Office of Education activities in international education relations.
Biennial Survey of Education in the United States, 1952-54
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1959-00-00
Type: Historical Materials
Subjects: School Districts,Urban Schools,Elementary Secondary Education,Higher Education,Special Education,Students with Disabilities,Public Schools,School Libraries,Educational Administration,Schools,Enrollment,Academic Persistence,Teachers,Income,Expenditures,Federal Aid,Libraries,High School Graduates,Consolidated Schools,Student Transportation,Vocational Education,Expenditure per Student,Academic Degrees,African American Education,Veterans Education,Federal Programs,International Relations

The biennial survey presents statistics and discussion for 1953-54 on broad-range education, state school systems, city school systems, and higher education, for 1952-53 on special education for exceptional children, and for 1953-54 for public school libraries. Topics include numbers of educational and administrative units, number of schools, enrollment, retention, teachers, income and expenditures, federal funds, libraries, high school graduates, consolidation and transportation, federally funded vocational education, per-pupil city school expenditures, college degrees, Negro education, veterans' training, and federal Office of Education activities in international education relations.
Biennial Survey of Education in the United States, 1950-52
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1957-00-00
Type: Historical Materials
Subjects: Public Schools,School Districts,Urban Schools,Higher Education,Day Schools,Secondary Schools,Academic Libraries,Educational Administration,Enrollment,Academic Persistence,Teachers,Income,Expenditures,Federal Aid,Libraries,High School Graduates,Consolidated Schools,Student Transportation,Vocational Education,Expenditure per Student,Academic Degrees,African American Education,Veterans Education,Federal Programs,International Relations,Elementary Secondary Education

The biennial survey presents statistics and discussion for 1951-52 on broad-range education, state school systems, city school systems, higher education, public secondary day schools, and libraries in institutions of higher education. Topics include numbers of educational and administrative units, number of schools, enrollment, retention, teachers, income and expenditures, federal funds, libraries, high school graduates, consolidation and transportation, federally funded vocational education, per-pupil city school expenditures, college degrees, Negro education, veterans' training, higher education in outlying parts of the United States, and federal Office of Education activities in international education relations.