ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Supply and Occupational Demand Report, 2021
Author: Tennessee Higher Education Commission, Tennessee Student Assistance Corporation (THEC/TSAC)
Date: 2021-00-00
Type: Reports - Research
Subjects: Educational Demand,Supply and Demand,Demand Occupations,Labor Needs,Labor Force Development,Employment Patterns,Geographic Regions,Credentials,Public Colleges,Private Colleges,Proprietary Schools,Education Work Relationship,Vocational Schools,Community Colleges,Wages,Postsecondary Education,Tables (Data),Academic Degrees,COVID-19,Pandemics

The Academic Supply and Occupational Demand report highlights the connections between degrees that are being produced in Tennessee and the jobs that are available in the state. This year's report incorporates several meaningful changes from prior years' reports. The Tennessee Higher Education Commission (THEC) and Tennessee Department of Labor and Workforce Development (TDLWD) worked to update the way in which they identify &quot;in-demand&quot; occupations. THEC has also updated the way in which they estimate degrees produced and expected to be produced in the coming year. This new method favors simplicity and factors in an average annual growth rate to estimate degree production for the coming year. This report is divided into five sections: (1) &quot;COVID-19 and Implications for Supply and Demand Analyses&quot; highlights the limitations of supply and demand analyses during the tumultuous economic circumstances created by the ongoing COVID-19 pandemic; (2) &quot;Degrees Produced and Expected&quot; presents historical production and a one-year projection of postsecondary credentials to be awarded by public, private, and proprietary institutions in Tennessee through 2021 using data from the Integrated Postsecondary Educational Data System (IPEDS); (3) &quot;State Workforce Needs&quot; identifies the top 25 high-demand occupations in terms of projected annual growth in Tennessee through 2028. Additionally, this section lists the top 15 occupations by projected growth through 2026 by region. This section also lists the most oversupplied programs of study in Tennessee, for which there are substantially more postsecondary graduates than job opportunities; (4) &quot;Employment Rates for Programs of Study&quot; displays the employment data for students graduating from programs of study that lead to in-demand jobs; and (5) &quot;Limitations and Conclusions&quot; describes the caveats in these analyses and summarizes the key takeaways of the report. [This report is the result of a collaboration between THEC, TDLWD, and the Department of Economic and Community Development (ECD). For the 2019-2020 report, see ED604688.]
Minnesota Early Childhood Risk, Reach, and Resilience: Key Indicators of Early Childhood Development in Minnesota, County by County
Author: Chase, Richard
Date: 2018-09-00
Type: Reports - Research
Subjects: Child Development,Child Health,Well Being,Young Children,Children,Adolescents,Individual Characteristics,Birth,Early Parenthood,Prenatal Care,Access to Health Care,Body Weight,Educational Attainment,Infant Mortality,Health Insurance,Mobility,Child Abuse,Foster Care,At Risk Persons,Poverty,Federal Programs,Nutrition,Home Visits,State Programs,Child Care,Welfare Services,Mental Health,Screening Tests,Early Intervention,Counties,Disabilities,Educational Legislation,Equal Education,Federal Legislation,American Indians,Asian Americans,African Americans,Hispanic Americans,Multiracial Persons,Economic Factors,Family Influence,Access to Education,Early Childhood Education,Special Education,Preschool Education,Family Programs,Depression (Psychology),Mothers,Substance Abuse,Institutionalized Persons,Correctional Institutions,Housing,Homeless People,Hunger,Dental Health,Resilience (Psychology),Fathers,Attachment Behavior,Interpersonal Relationship

The physical, social, and economic health and well-being of adults and society are strongly influenced by experiences in early childhood. The most cost-efficient time to build foundational skills, to assure the healthy development of all young children, to break the cycle of disadvantage for vulnerable children, and to prevent achievement and health inequities is in the very early stages of development. This report describes potential risks to the healthy development of young children and the extent of coverage of publicly-funded services to meet their early learning, health, and basic needs. It also includes new and emerging indicators of risk, reach, and resilience. Finally, this 2018 report reviews and notes changes since the 2015 Minnesota Early Childhood Risk and Reach report in the indicators of early childhood well-being and the availability and accessibility of key services from a county-level perspective. It is intended to be a resource for all early childhood stakeholders in order to guide and inform resource allocation and policy. [For the summary, see ED612388. For the 2015 report, see ED612381.]
Minnesota Early Childhood Risk, Reach, and Resilience: Summary of Key Indicators of Early Childhood Development in Minnesota, County by County
Author: Chase, Richard
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Child Development,Child Health,Well Being,Young Children,Children,Adolescents,Individual Characteristics,Birth,Early Parenthood,Prenatal Care,Access to Health Care,Body Weight,Educational Attainment,Infant Mortality,Health Insurance,Mobility,Child Abuse,Foster Care,At Risk Persons,Poverty,Federal Programs,Home Visits,State Programs,Child Care,Welfare Services,Mental Health,Screening Tests,Early Intervention,Counties,American Indians,Economic Factors,Family Influence,Access to Education,Early Childhood Education,Special Education,Preschool Education,Family Programs,Nutrition,Resilience (Psychology)

This summary presents highlights of the &quot;Minnesota Early Childhood Risk, Reach, and Resilience Report.&quot; The report describes potential risks to the healthy development of young children and the extent of coverage of publicly-funded services to meet their early learning, health, and basic needs. It also includes new and emerging indicators of risk, reach, and resilience. Finally, this 2018 report reviews and notes changes since the 2015 Minnesota Early Childhood Risk and Reach report in the indicators of early childhood well-being and the availability and accessibility of key services from a county-level perspective. [For the full report, see ED612386. For the 2015 summary, see ED612383.]
Evaluation of the Texas Center for Educator Excellence (TXCEE) Teacher and School Leader Incentive Fund. Policy Brief
Author: Alexander, Celeste
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Educational Finance,Incentive Grants,Program Evaluation,Program Effectiveness,Beginning Teachers,Teacher Effectiveness,Economically Disadvantaged,Lunch Programs,Academic Achievement,Teacher Salaries,Suburban Schools,School Districts,Rural Urban Differences

Federal policy recognizes the importance of effective educators, particularly in high-needs schools. Research has shown that the most critical school-related factor that influences student learning and achievement is teacher quality (Hanushek, 2011). The Texas Center for Educator Excellence (TxCEE) aims to address the research-based and policy-based need to improve educator quality in Texas. TxCEE's mission is to equip educators to improve student achievement through the alignment of district resources, campus leadership training, and strategies to increase educator effectiveness. This report addresses the Teacher and School Leader Incentive Fund (TSL) program which impacts 4 districts including 62 high-need schools, over 2,500 professional staff, and over 39,000 students in Texas. Descriptive statistics will be the primary method for this project. The data available through the Texas Education Research Center provides comprehensive access to information across the educational pipeline, data from non-TSL districts for comparison, and the ability to determine the root causes for human capital and student achievement challenges in the participating high-need districts. This report discuses three important important findings from the evaluation: (1) The percent of new hires prepared through a traditional program has decreased over time in most of the sample districts; (2) Of the newly hired teachers, the proportion who are new to teaching increases with higher percentages of economic disadvantage determined by Free or Reduced-Price Lunch (FRPL) among the students; and (3) Teachers in large suburban districts on average earn higher salaries than teachers in other geographic district categories. There is also less variation in average salary between the group of large suburban districts.
Five Things Policymakers Should Know about Short-Term Credentials
Author: Ositelu, Monique O.
Date: 2021-03-00
Type: Reports - Research
Subjects: Credentials,Program Length,Program Effectiveness,Education Work Relationship,Outcomes of Education,Unemployment,Low Income,Minority Group Students,Females,Higher Education,Poverty,Salary Wage Differentials,Employee Attitudes,On the Job Training,Work Experience Programs,Student Participation

Policymakers are interested in extending federal higher education dollars to programs fewer than 15 weeks. This analysis shares key facts about the outcomes and equity implications of very-short-term (15 weeks or fewer) programs. This analysis of nationally representative survey data from the Adult Training and Education Survey, combined with insights from a series of focus groups conducted on behalf of New America, suggest that many short-term programs fall short of their promises, with many graduates left unemployed or facing very poor earnings. Post-completion earnings are especially low for people of color and women.
Keeping Student Trust: Student Perceptions of Data Use within Higher Education
Author: Dunlap, Jill
Date: 2021-03-04
Type: Reports - Descriptive
Subjects: Data Use,Student Attitudes,Decision Making,Trust (Psychology),Higher Education,College Students,Data Collection,Faculty Development,Outreach Programs,College Faculty,Intervention,Social Media,Computer Software,Student Needs,Preferences

The use of student data to inform decision-making and communication is still evolving in higher education. Often missing from campus conversations about use of student data are student voices about their preferences and needs. NASPA and New America engaged in a joint research effort to better understand student perceptions of data use within higher education. Insights from these discussions with students led to a set of recommendations for campus administrators about the uses of different types of data, the tools for collecting and sharing that data, the areas of data-related training for faculty and staff, and the framing and delivery of outreach messages informed by student data.
Putting Fractions Together
Author: Braithwaite, David W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Fractions,Addition,Middle School Mathematics,Middle School Students,Preadolescents,Grade 4,Grade 5,Grade 6,Mathematics Instruction,Instructional Effectiveness,Educational Games,Computer Games,Game Based Learning,Number Concepts,Concept Formation

Learning fractions is a critical step in children's mathematical development. However, many children struggle with learning fractions, especially fraction arithmetic. In this article, we propose a general framework for integrating understanding of individual fractions and fraction arithmetic, and we use the framework to generate interventions intended to improve understanding of both individual fractions and fraction addition. The framework, Putting Fractions Together (PFT), emphasizes that both individual fractions and sums of fractions are composed of unit fractions and can be represented by concatenating them (putting them together). To illustrate, both &quot;3/9&quot; and &quot;2/9 + 1/9&quot; can be represented by concatenating three 1/9s; similarly, 2/9 + 1/8 can be represented by concatenating two 1/9s and one 1/8. Interventions based on the PFT framework were tested in 2 experiments with fourth, fifth, and sixth grade children. The interventions led to improved performance on number line estimation and magnitude comparison tasks involving individual fractions and sums of fractions with equal and unequal denominators. Especially large improvements were observed on relatively difficult unequal-denominator fraction sum problems. The findings suggest that viewing individual nonunit fractions and sums of fractions as concatenations of unit fractions provides a sound conceptual foundation for improving children's knowledge of both. We discuss implications of the research for teaching and learning fractions, children's numerical development, and mathematics education in general. [The article was published in &quot;Journal of Educational Psychology&quot; (EJ1291033).]
Continuity and Change in the Field of Cognitive Development and in the Perspectives of One Cognitive Developmentalist
Author: Siegler, Robert S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Development,Educational History,Educational Research,Piagetian Theory,Educational Theories,Models,Computer Simulation

In this article, I examine changes in the field of cognitive development and in my own thinking over the past 40 years. The review focuses on three periods. In the first, Piaget's theory was dominant, and my research and that of many others was aimed at understanding the many fascinating changes in children's thinking that Piaget documented, and correcting inaccuracies in his theory. In the second period, which involved efforts to formulate alternatives to Piaget's approach, I generated overlapping waves theory, and attempted to specify through microgenetic methods and computer simulations how development can be produced by variability of strategy use, adaptive choices among strategies, and discovery of new strategies. In the third period, my thinking and research, and that of many others, has focused increasingly on the interface between cognitive development and education. I close by suggest that generating domain-specific integrated theories of cognitive development may provide a way forward for the field.
Sub-Saharan Africa: Growing up in Crisis in a World of Opportunities. Unicef Child Alert
Author: United Nations Children's Fund (UNICEF)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Conflict,Climate,Nutrition,Foreign Countries,Disease Control,Health Services,Health Behavior,Hygiene,Sanitation,Water Quality,Immunization Programs,Children,Adolescents,School Closing,Access to Education,Natural Disasters,Misconceptions,Infants,Disadvantaged,Socioeconomic Influences,Family Relationship,Emergency Shelters,Painting (Visual Arts),Innovation,International Organizations,Drama,Therapy,School Safety,Distance Education,Access to Computers,Program Descriptions,Poverty,Access to Health Care,Child Welfare,Child Neglect,Child Abuse,Mental Health,Diseases

In sub-Saharan Africa, the COVID-19 pandemic continues to have far-reaching consequences for 550 million children under the age of 18. This UNICEF Child Alert examines how the disease and measures put in place to contain it are impacting the lives of children across the region, exacerbating existing threats like conflict, climate change and nutrition crises. The report urges governments and the international community to take concerted action to mitigate the effects of the pandemic and build a better world fit for children.
Public Libraries and the Pandemic: Digital Shifts and Disparities to Overcome
Author: Guernsey, Lisa
Date: 2021-03-00
Type: Reports - Research
Subjects: Public Libraries,COVID-19,Pandemics,Library Services,Information Technology,Access to Computers,School Community Relationship,Library Role,Electronic Libraries,Internet,Costs,Public Opinion,Computer Use,Adults,Resources,Information Services,Socioeconomic Influences,Teacher Attitudes,Educational Technology,Age Differences,Racial Differences,Ethnicity

In the fall and winter of 2020, New America embarked on a snapshot study to gather data on how--or if--people were discovering, accessing, and using their public libraries during the COVID-19 pandemic, with a focus on materials that libraries made available online. Our findings, which include data from a national survey of 2,620 people, highlight the need for more inclusivity, more focus on providing internet access, and more awareness-raising initiatives with local organizations and schools. The stories in this report--of libraries developing mobile Wi-Fi options, creating digital navigator programs to support digital literacy, launching more online programs, and making use of outdoor spaces--show the possibilities of transformation and partnership. The report concludes with eight recommendations for investment in library transformations, expansion of policies such as E-Rate and the Emergency Broadband Benefit to provide better internet access at home, and more collaboration with local schools and organizations. With these changes, libraries can leverage the lessons of the pandemic to help launch more equitable ecosystems of learning across communities, providing access to knowledge, resources, and training, online and off.
Argument Constellation in Journal Articles: Toulmin Stephen Perspective
Author: Setyaningsih, Yuliana
Date: 2020-10-00
Type: Journal Articles
Subjects: Persuasive Discourse,Journal Articles,Writing for Publication,Text Structure

A constellation of arguments is present in each component of a journal article. Understanding the constellation of arguments in such journal articles is important because they will directly affect the writing of journal articles. This study aims to describe the constellation of arguments in the structure of the intended journal article. Data were collected by the observation method. The technique used in the framework of applying the method of referencing was a competent free observation technique. The next technique is note-taking. Data validation is done theoretically by confirming the available data on the theories. Also, validation is carried out to experts who master the matters of argument. The data validation was done after the data had been classified and verified. The data analysis method applied in this research is the method of distribution or distribution. The technique applied is a technique for direct elements. The data analysis method applied was the content analysis method. The results of the analysis were presented with informal presentation techniques. This research had produced the findings of the constellation of arguments in sections of journal articles. The parts of the journal article that may be present in the argument are in the following sections: (1) background, (2) literature review, (3) method, and (4) discussion. There is no argument in the conclusion section of the paper.
A Strong Foundation: Three State Policy Priorities to Give Every Student Effective, Diverse Teachers
Author: TNTP
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Teacher Effectiveness,Diversity (Faculty),Teacher Persistence,Teacher Recruitment,Teacher Certification,Policy Analysis,Teacher Competencies

When it comes to ensuring every student gets great teachers, state governments play a crucial and underappreciated role. Without access to the right data, school systems will struggle to match the supply and demand for new teachers. Without certification policies that prioritize student impact over paper credentials, too many talented people will be shut out of the teaching profession. And without pressure to prioritize teacher diversity, many preparation programs simply won't. This issue brief outlines a policy agenda that can help boost the number of great teachers in any state by: (1) strengthening teacher pipelines; (2) improving certification rules; and (3) diversifying the teacher workforce. Along with recommendations, this brief shares examples of states that have implemented some of these policy ideas--and stories from practitioners showing why they matter. This brief also includes detailed profiles of the teacher policy landscape in eight data-rich states--Arkansas, California, Delaware, Illinois, Louisiana, Massachusetts, Tennessee, and Texas. Policymakers can read the issue summaries, use the suggested questions to analyze their current policies, and find ideas in the case studies and profiles of other states. Advocacy organizations can learn about these issues and best practices in other states to start conversations and begin organizing around key policy changes.
Missing Out: Arkansas&apos; Teacher Shortage and How to Fix It
Author: TNTP
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,Teacher Supply and Demand,Geographic Regions,Minority Group Students,African American Students,Diversity (Faculty),Student Diversity,Teacher Certification,Teacher Salaries,Academic Degrees,School Districts,State Programs,Incentives,Eligibility,Labor Turnover,Partnerships in Education,Paraprofessional School Personnel,Substitute Teachers,Teacher Aides,Teacher Selection,Teacher Recruitment,Teacher Persistence,Elementary Secondary Education

Unfortunately, far too many Arkansas students are being taught by teachers who are uncertified in the subject they are teaching. This report analyzes the extent and potential causes of Arkansas' teacher shortage and propose a series of recommendations for state policymakers. Two primary findings about the shortage were identified: (1) Shortages are concentrated in Southern Arkansas and the Delta region; and (2) Students of color are more likely to have uncertified teachers. The research pointed to three main reasons for the shortage: (1) Lack of academic credentials; (2) Low teacher compensation; and (3) Insufficient reach of incentive programs. The report also provides three recommendations to fix the problem: (1) Design a supportive pathway to standard licensure for paraprofessionals, long-term substitutes, and classroom aides; (2) Raise the average teacher salary statewide and reduce salary inequities across districts; and (3) Design a website that clearly illustrates the state's pathways to teaching and related financial incentives. [For the executive summary, see ED612419.]