ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Intelligence and Metacognition of Adolescents
Author: Sekar, J. Master Arul
Date: 2016-09-00
Type: Journal Articles
Subjects: Metacognition,Adolescents,Correlation,Undergraduate Students,Foreign Countries,Interpersonal Competence,Gender Differences,Cognitive Processes,Intellectual Disciplines,Student Characteristics

The present study aims to find out the level of social intelligence and metacognition of adolescents and the correlation between social intelligence and metacognition of adolescents. Since it is a fact-finding expedition, survey method was adopted by the investigator. Stratified random sampling techniques of 120 adolescents falling in the age group of 18-20 years were taken for this investigation. The above samples were taken from the undergraduate students who are studying in two Government arts and science colleges in Tiruchirappalli District which are the Colleges, affiliated to Bharathidasan University, Tiruchirappalli, Tamil Nadu, India, of whom 69 are boys and 51 are girls. Special attention was given to such factors like gender and subjects. Social Intelligence Scale is developed and validated by the investigator (2011) and Metacognition Inventory by Punitha Govil (2003) was used to collect the data. The data are analyzed by percentage analysis, mean, standard deviation, 't' test and correlation. The findings of the study results reveal that (i) the 54.2 percent of adolescents have a high level of social intelligence and 67.5 percent of adolescents have a moderate level of metacognition, (ii) there is a significant difference between boy and girl adolescents with regard to social intelligence and its dimensions namely social information processing, social awareness and social skills (iii) there is no significant difference between boy and girl adolescents with regard to metacognition and its dimensions such as regulation of cognition and knowledge of cognition (iv) there is significant difference between arts group and science group adolescents in their social intelligence and in their metacognition, (v) there is no significant relationship between social intelligence and metacognition of adolescents with regard to boy, arts group and science group respondents, but there is no significant relationship between social intelligence and metacognition of adolescents with regard to girl respondents.
Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program. Volume 2
Author: Read, Nicholas
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Prevention,Intervention,Child Neglect,Delinquency,At Risk Students,Academic Standards,Child Welfare,Access to Education,Institutionalized Persons,Resource Allocation,State Aid,Federal Aid,Financial Support,Social Development,Emotional Development,Behavior Modification,Students with Disabilities,English Language Learners,Teacher Competencies,Teacher Selection,Teacher Persistence,Needs Assessment,Teaching Methods,Transitional Programs,Planning,After School Programs,Measurement Techniques,Outcomes of Education,Supplementary Education,Juvenile Justice,Correctional Institutions,Student Characteristics,Racial Differences,Ethnicity,Poverty,Gender Differences,Vocational Education

Volume 2 of &quot;Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program&quot; consists of three appendices to the main report: (1) Data Collection Technical Appendix (State and Local Agency Surveys, Case Studies, Disclosure Review); (2) Data Collection Instruments (Part D Coordinator Surveys, Case Study Interview Protocols); and (3) Cross-Tabulations by Coordinator Type. [For the study's &quot;Results in Brief&quot; see ED594692. For Volume 1 (main report), see ED594694.]
Federal Policy Meets the &quot;California Way.&quot; Technical Report. Getting Down to Facts II
Author: Henig, Jeffrey R.
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: State Government,Federal Government,States Powers,Government Role,Educational Finance,Federal Aid,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Policy,Politics of Education,Public Agencies,Public Policy,Public Education,Expenditure per Student,Federal Programs,Grants,Immigration,Undocumented Immigrants

All states value their distinct approaches to policy and to life and the U.S. Constitution embeds the idea of state rights and responsibilities as a core principle in the federal system. California arguably takes this further than most. This paper provides a new way to think about how national policies might complicate or augment the next state administration's efforts to actualize the California Way in education. Reflecting on a question like this, the most immediate tendency is to think about federal policies that are specific to education and with direct effects on state education. An example would be a change in Every Student Succeeds Act (ESSA) funding that would reduce or increase state spending power or flexibility. While education policies with direct impacts on state education are important, however, they are not necessarily the only or even the most important kind of federal action to consider. The authors offer a typology that distinguishes between national policies that can have direct versus indirect effects and between education-specific national policies and more general policies. They illustrate these with specific examples of federal policies that are already in place or that are realistic possibilities based on their active consideration by the White House, Department of Education, Congress, or the Supreme Court. Where feasible, the authors make an effort to assess the scale of the possible impact although their primary purpose to illustrate the kinds of things that might happen rather than to predict future federal actions or fully map the consequences for California. An important implication of the analysis is that it underscores the key role of the governor as the general purpose official in best position to coordinate cross-sector policies within the state, and to negotiate critical political relationships inside and outside of the state. The authors conclude with a discussion of alternative strategies the next governor might consider in order to maximize the maneuvering room and support needed to improve education the California Way.
Leading Low-Performing Schools: Lessons from the Turnaround School Leaders Program
Author: Aladjem, Dan
Date: 2018-12-00
Type: Reports - Research
Subjects: School Turnaround,Educational Improvement,Low Achievement,School Districts,Leadership Training,Leadership Qualities,Partnerships in Education,Grants,Program Effectiveness,Recruitment,College School Cooperation,Educational Legislation,Federal Legislation,Elementary Secondary Education

Policymakers and practitioners at the local, state, and federal levels have invested considerable time and energy into solving the problem of turning around chronically low-performing schools. As the U.S. Department of Education (the Department) has refined the federal effort to support states and districts to turn schools around, it has adopted targeted strategies. One recent strategy to support school turnaround is the Turnaround School Leaders Program (TSLP). The TSLP invested in partnerships between local school districts and others to build the quality and supply of leaders with the skills and knowledge to turn around low-performing schools. The Department funded two cohorts of grantees, one in 2014, the other in 2015. This study examines the first cohort of grantees in the last year of their three-year grant. This study stands at the intersection between studies of school turnaround and school leadership. This report provides a look at the ways the first cohort of TSLP grantees identified, developed, and supported turnaround school leaders and the early outcomes of their efforts as reflected in program performance measures. To bridge the worlds of research on school improvement and research on leadership development, this study examined four broad study questions: (1) What role did partners play in the TSLP projects, and are partnerships expected to be sustained?; (2) How did TSLP projects identify program participants?; (3) How do TSLP projects develop and support leaders for turnaround schools?; and (4) How successful were program completers in finding leadership positions in turnaround schools, and what factors affected placement rates? [For the results in brief, see ED612718.]
Addressing Absenteeism: Lessons for Policy and Practice
Author: Gottfried, Michael A.
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Attendance,Educational Practices,School Policy,Board of Education Policy,Accountability,Elementary Secondary Education,Educational Legislation,Federal Legislation,Academic Achievement,Strategic Planning,Parent School Relationship,At Risk Students,Data Collection,Intervention,Measurement,School Community Relationship

Addressing student absenteeism continues to permeate education policy and practice. California and a majority of other states have incorporated &quot;chronic absenteeism&quot; as an accountability metric under the Every Student Succeeds Act. It is therefore a crucial time to take stock of what we know on the research, policy, and practice to better understand the measurement of student absenteeism and how to reduce it. To further this goal and spark a broader conversation about student attendance as a valuable policy lever, we wrote the first book centered on the issue of school absenteeism. This policy memo summarizes our multifaceted, multidisciplinary examination of what we have learned about how schools measure and reduce absenteeism and what we need to know going forward as California and other states hold schools and districts accountable for students' absences.
Study of the Title I, Part A Grant Program Mathematical Formulas. Statistical Analysis Report. NCES 2019-016
Author: Snyder, Thomas D.
Date: 2019-05-00
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Aid,Grants,Educational Finance,Funding Formulas,Mathematical Formulas,Resource Allocation,School Districts,Low Income Students,Urban Schools,Rural Schools,Geographic Location,Poverty,Expenditure per Student,Elementary Schools,Secondary Schools,Educational Equity (Finance),Eligibility,Disadvantaged Schools

In 1965, Congress established Title I, Part A (herein referred to as Title I) as a part of the landmark Elementary and Secondary Education Act (ESEA). Congress noted two issues that it hoped to address through Title I funding: schools needed additional financial assistance to provide services to children in low-income families, and school districts with large numbers of poor children faced particular challenges compared with wealthier districts. The current law provides financial assistance to districts for children from low-income families to help ensure that all children meet challenging state academic standards. This study responds to a congressional mandate under the Every Student Succeeds Act (ESSA) (Section 9211) to examine the distribution of Title I funds to understand how the current formulas affect various types of school districts, such as large or small districts, those in poor or rich areas, and those in urban or rural areas. The legislation directed the Institute of Education Sciences (IES) to respond to nine specific analytic tasks in a report. These analytic tasks specifically called for comparisons of districts across the 12 National Center for Education Statistics (NCES) geographic locales, ranging from large cities to remote rural areas. There was also a specific congressional directive to examine high-poverty districts. In addition, there was a specific request to analyze the impact of poverty child counts (number weighting) and percentage weighting in the Targeted Grant and EFIG formulas, since these two provisions are important components of those grants.
Chronic Absence in California: What New Dashboard Data Reveals about School Performance
Author: Gee, Kevin
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Attendance,School Districts,Public Schools,African American Students,American Indian Students,Educational Finance,Asian American Students,Hispanic American Students,Pacific Americans,Hawaiians,White Students,Multiracial Persons,English Language Learners,Foster Care,Homeless People,Low Income Students,Students with Disabilities,Rural Schools,Urban Schools,Suburban Schools,Academic Achievement,Alaska Natives

In this policy brief, we describe the chronic absence performance levels of California's districts, schools, and student groups using newly released data from California's School Dashboard. We also examine the role that chronic absence plays in determining differentiated assistance. For schools with very high chronic absence rates (above 20 percent), nearly two thirds reported increases while about a third reported declines from the previous year. Also, about 1 in 4 districts had African American as well as American Indian or Alaska Native student populations who were classified in the lowest performance level. Finally, a majority of districts that qualified for differentiated assistance did so due to chronic absence. Districts and schools should use the continuous improvement process to examine and evaluate the underlying reasons for their performance.
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2015-16 (Fiscal Year 2016). First Look. NCES 2019-303
Author: Cornman, Stephen Q.
Date: 2019-05-00
Type: Reports - Research
Subjects: Public Schools,Elementary Secondary Education,Expenditures,Income,School Districts,Expenditure per Student,Geographic Location,Federal Aid,State Aid,Local Government,Poverty,Surveys,Tables (Data),Taxes,Charter Schools,Enrollment

This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2016. Specifically, this report includes findings for the following types of school district finance data: (1) Current expenditure totals and current expenditure per pupil amounts by state and for the 100 largest LEAs; (2) Federal, state, and local revenues for the 100 largest LEAs; (3) Median revenues per pupil and median current expenditures per pupil by geographic region and locale; (4) Current expenditure totals and current expenditure per pupil amounts by function and object, by state and for the two largest LEAs in each state; (5) Federal revenues by program and local revenues by source, by state; (6) Revenues per pupil by poverty quartile and state; and (7) Capital outlay expenditures by state. [For the previous report, &quot;Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2014-15 (Fiscal Year 2015). First Look. NCES 2018-303,&quot; see ED584716.]
Skilling the Australian Workforce for the Digital Economy. Research Report
Author: Gekara, Victor
Date: 2019-00-00
Type: Reports - Research
Subjects: 21st Century Skills,Labor Supply,Transportation,Safety,Public Administration,Job Training,Employer Attitudes,Adoption (Ideas),Technology Integration,Skill Development,Education Work Relationship,Vocational Education,Labor Force Development,Vocational Adjustment,Information Literacy,Technological Literacy,Thinking Skills,Competence,Correctional Institutions,Job Application,Labor Needs,Strategic Planning,Productivity,Efficiency,Foreign Countries,Media Literacy,Employee Attitudes,Storage,Facilities

Digital technologies such as artificial intelligence, robotics and automation are transforming the world of work. Developing the appropriate digital skills in the workforce is an important component in Australia's effort to compete in this rapidly emerging global digital economy. This research explores the current digital skills demand-and-supply situation in Australia for the general workforce (rather than for ICT specialists). The research approach includes a review of international frameworks of digital skills and case studies in the transport, postal and warehousing, and public administration and safety industries. These industries were selected because a key threat to their productivity, and therefore their contribution to the national economy, is a workforce with inadequate digital skills. A survey of human resources, skills and training decision-makers across Australian industry more generally was also undertaken, with specific attention given to the skills impact of digitalisation. The research highlights that a multi-faceted approach from the Australian Government and industry stakeholders is required to enhance digital skills development in the general workforce. To facilitate this, the authors have developed a digital skills framework, whose purpose is to identify digital skills gaps within organisations and to assist in the development of targeted training programs.
In Need of Improvement? Assessing the California Dashboard after One Year. Technical Report. Getting Down to Facts II
Author: Polikoff, Morgan S.
Date: 2018-09-00
Type: Reports - Research
Subjects: Evaluation Methods,Institutional Evaluation,Accountability,School Effectiveness,Educational Quality,Validity,Reliability,Parent Attitudes,Demography,Web Sites,Information Dissemination,Academic Achievement,Educational Change,Educational Legislation,Federal Legislation,Elementary Secondary Education,Superintendents,Administrator Attitudes,Educational Indicators,Student Characteristics

California is taking a bold new approach to the evaluation of school performance, the provision of data to parents and educators, and the use of accountability to improve student learning. Broadly speaking, the state is stepping away from the consequential accountability that was compelled under No Child Left Behind and toward a system that relies more on capacity building and a continuous improvement approach to addressing low performance. The state is also moving away from a single measure to evaluate school performance (tossing the Academic Performance Index (API) on the dustbin of history) and moving toward a much more complex, multi-faceted approach. Owing to a more hands-off US Department of Education under more recent accountability legislation, the state is charting its own course. In addition, the state has created the new California School Dashboard, a website that gives school and district leaders and parents evidence about the performance of California schools. The purpose of this report is to provide early evidence about how well the system is working. To do this, the authors draw on a four-part framework for appraising accountability systems first put forth by Polikoff, McEachin, Wrabel, and Duque (2014). This framework identifies construct validity, reliability, fairness, and transparency as key features by which to judge accountability systems. The authors explain these criteria and introduce a new feature--consequences--and apply them to the California School Dashboard to evaluate the progress of the new system. They ask three research questions about the early implementation of the California School Dashboard and whether stakeholders (i.e., superintendents and parents) are using it as intended: (1) To what extent does the dashboard align with what we know about effective accountability systems?; (2) In its early implementation, how are superintendents using the dashboard? What do they say about its strengths and weaknesses? How do their uses align (or not) with the theory of action for the policy?; and (3) What do parents think of the dashboard and multiple measures accountability? How do opinions differ according to key demographic groups?
A Guide to Parent Rights in Special Education: Special Education Procedural Safeguards Notice
Author: Ohio Department of Education
Date: 2017-04-00
Type: Guides - Non-Classroom
Subjects: Parent Rights,Special Education,Students with Disabilities,Student Rights,Federal Legislation,Educational Legislation,Disabilities,Equal Education,State Standards,Student Records,Conflict Resolution,Discipline,Student Placement,Private Schools,Scholarships

Special education, for students ages 3 to 21, is guided by federal and state requirements. The federal requirements are referred to as the Individuals with Disabilities Education Act (IDEA). The state requirements are referred to as the Ohio Operating Standards for the Education of Children with Disabilities (Ohio Operating Standards). This guide can help parents understand their rights and their children's rights according to IDEA and the Ohio Operating Standards. It also gives parents information and resources to help them understand their children's special education supports and services. Local school district also can help parents understand their rights under this law. Sections in this guide include: (1) General Information; (2) Educational Records; (3) Dispute Resolution; (4) Discipline; (5) Unilateral Placement of Children with Disabilities by Parents in a Private School at Public Expense; and (6) Parent Notification of Scholarship Programs for Students with Disabilities.
Investments in Students&apos; Physical and Mental Health in California&apos;s Public Schools. Research Brief. Getting Down to Facts II
Author: Reback, Randall
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Public Schools,Physical Health,Mental Health,Child Health,Elementary Secondary Education,Costs,Access to Health Care,School Health Services,School Personnel,School Districts,Allied Health Personnel,State Aid,Clinics,Agency Cooperation,Nonprofit Organizations,Public Agencies,State Policy,Student Characteristics,Institutional Characteristics

Public schools can be a relatively desirable location for efficient and widespread distribution of physical and mental health services to children. However, California provides fewer physical and mental health services in schools than almost any other state. This brief summarizes &quot;Investments in Student Health and Mental Health in California's Public Schools,&quot; a technical report which explores access to school-site physical and mental health services available to the general population of K-12 public school students in California, as opposed to those offered as part of special education programs. The report provides an estimate of the costs for substantially improving access to these programs, which often are left out of both education and health policy discussions. Key findings include: (1) Researchers have found that access to school-based health care and mental health services has high value for children, schools, and the state; (2) California ranks at or near the bottom for student access to health care and mental health services at school even though needs are high; (3) Gaps in school-based health care coverage and mental health services occur throughout the state; (4) Outside organizations visit schools to provide school-based health programs, but these efforts are sporadic; (5) Health care and mental health services could be brought up to a basic level for less than $100 per pupil of additional spending; and (6) California is leaving federal money on the table by having unusually low levels of Medicaid spending per student on school-based health care and mental health services. [This brief summarizes the Getting Down to Facts II technical report, &quot;Investments in Student Health and Mental Health in California's Public Schools&quot; (ED594678).]