ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Programs in Post-Conflict Environments: A Review from Liberia, Sierra Leone, and South Africa
Author: Barrios-Tao, Hernando
Date: 2017-00-00
Type: Journal Articles
Subjects: Violence,Conflict,Case Studies,Technical Education,Values,Quality of Life,Cross Cultural Studies,Foreign Countries,Program Development,Access to Education,War,Vocational Education,Peace,Program Implementation,Racial Segregation,Social Change,Educational Development,Role of Education,Conflict Resolution,Educational Opportunities,Elementary Secondary Education,Adult Education

Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting.
Process, Not Project: Case Study of Georgia, Illinois, and Virginia&apos;s Efforts to Produce User-Friendly School Report Cards
Author: Reyna, Ryan
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Program Effectiveness,Achievement Rating,Accountability,Best Practices,School Districts,Reports,Stakeholders,Communication Strategies,Federal Legislation,Educational Legislation,Readability,Elementary Secondary Education,Schools

Developing and releasing a user-friendly school report card site is a process for ongoing engagement and improvement. This report describes the continuous improvement efforts of three states--Georgia, Illinois, and Virginia--to make their school and district report cards more user-friendly. The Council of Chief State School Officers (CCSSO) has offered a number of resources to support states in their efforts to develop and implement their school and district accountability and reporting systems. This case study builds upon the previous CCSSO resources to offer the three states' experience in various stages of their school report card development. It highlights real-life examples of the recommended best practice strategies outlined in the previous CCSSO resources and conveys that school and district report card production is a process, not a project. This case study captures lessons learned that may be useful for other states as they work to both meet the requirements of the Every Student Succeeds Act and empower their stakeholders with actionable information about school performance. It offers five lessons from the report card development and release process of the three highlighted states: (1) Not a one-person job; (2) Keep it simple; (3) Educate the agency; (4) Inputs matter; and (5) Expect speed bumps. For each state, the reports focuses on stakeholder engagement; design processes; communication strategies; and next steps.
Using Crosscutting Concepts to Prompt Student Responses
Author: Council of Chief State School Officers (CCSSO)
Date: 2018-05-01
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Formative Evaluation,Science Education,Teaching Methods,Learner Engagement,Cultural Relevance,Science Achievement,Student Evaluation,Prompting,Reflection,Responses,Educational Innovation,Engineering Education

The purpose of this primer is to encourage K-12 educators to use consistent and clear prompts structured around the crosscutting concepts to provide a common scientific language that students and teachers use as they engage in the formative assessment process. &quot;A Framework for K-12 Science Education&quot; (&quot;Framework&quot;), (NRC, 2012) and the &quot;Next Generation Science Standards&quot; (&quot;NGSS&quot;) (NGSS Lead States, 2013) present significant innovations for how students engage in science learning and, hence, how instruction should also change. The &quot;Framework&quot;'s innovation of using three dimensions has led to significant changes in how standards and instruction are designed. The three dimensions of science education described in the &quot;Framework&quot; are science and engineering practices, crosscutting concepts, and disciplinary core ideas. Science teaching should engage students in performances of science and engineering at the intersection of these three dimensions. Five chapters focus on: (1) Using Crosscutting Concepts to Engage Students; (2) Student Science Performances (importance of using phenomena to engage students; gather, reason, and communicate science performance sequence; and assessing student performances); (3) Attributes of Formative Assessment (culturally relevant science assessment; students' abilities to reflect on their own learning; and measuring three-dimensional learning); (4) Crosscutting Concepts and Student Science Performances (patterns; causality; and systems); and (5) Developing Three-Dimensional Assessment Items. [This report was prepared by the Council of Chief State School Officers (CCSSO) Science State Collaborative on Assessment and Student Standards (SCASS) Committee on Classroom Assessment.]
From Tokenism to Partnership
Author: McDonald, Charles
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Community Involvement,Participative Decision Making,Partnerships in Education,School Community Relationship,Tokenism,Stakeholders,Family Involvement,Activism,Social Action,Citizen Participation

Education reformers must resist the tendency to use &quot;community engagement&quot; as a means for getting stakeholders to rubber-stamp a predetermined agenda. The tokenism of key grassroots stakeholders and the field of community engagement must be avoided. To do so, leaders and their institutions must continually reflect on how they include grassroots stakeholders in their decision-making process, become familiar with the community engagement field and the most effective strategies for partnering with grassroots stakeholders, and commit the necessary time and resources for success. There is great potential for education reform leaders to accelerate and sustain the creation of high-quality schools in partnership with the communities that need them the most, if the necessary resources are invested in community engagement and community empowerment. This paper presents two tools to help strengthen an organization's approach to partnering with grassroots stakeholders: (1) The Tokenism to Partnership Spectrum, which provides a framework for leaders to reflect on how they take into account the values and needs of grassroots stakeholders in their decision making; and (2) The Effective Community Empowerment and Engagement Strategies, which focus on parent and family educational justice organizing; multi-issue organizing; multi-stakeholder education coalitions; new school expansion organizing; and family and community academic partnerships.
Quarterback Role &quot;in&quot; Facilities Strategy
Author: Buckley, Amy Hertel
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Low Income Students,Educational Facilities,Barriers,Leadership Responsibility,Administrator Role,Educational Facilities Improvement,Facilities Management,Elementary Secondary Education,School Buildings

The north star of quarterback organizations is to increase the number of high quality schools serving low-income students. Quarterbacks consistently point to a lack of affordable facilities as a barrier to their ability to serve more students. Where such barriers exist, Education Cities believes its members can and should play a key facilities leadership role, because quarterbacks are uniquely well-positioned to articulate a vision for the future and pull together multiple strands of work across multiple sectors to shape an aligned strategy that accelerates, rather than stymies, the growth of high quality schools. Ideally, quarterback leadership on facilities means that schools are finding facilities that are appropriate and affordable for the students and families they serve. In addition, other actors in the ecosystem are able to function well in their respective lanes, providing technical expertise and support for schools. This paper offers a menu of potential roles for quarterbacks to consider, informed by cities' shared facilities challenges, with the knowledge that Education Cities members are best-positioned to discern the optimal roles and solutions for their individual cities. It also lays out recommendations for how quarterbacks can build the capacity needed to take on a complicated issue that often requires extensive content knowledge, experience, and expertise.
Ward Snapshots: Tracking Child Well-Being in Your Ward. Data Snapshot
Author: DC Action for Children
Date: 2017-04-00
Type: Numerical/Quantitative Data
Subjects: Children,Well Being,Neighborhoods,Trend Analysis,Population Trends,Educational Trends,Social Indicators,Economic Factors,Health,Adolescents,Birth Rate,Infant Mortality,One Parent Family,Family Size,Housing,Educational Indicators,Enrollment,Race,Ethnicity,Poverty,Low Income Groups,Unemployment,Family Income,Public Schools,Charter Schools,Tables (Data)

DC KIDS COUNT tracks indicators of child well-being at the neighborhood and Ward level, so that parents, service providers, advocates and policymakers can see outcomes for children more clearly. The DC KIDS COUNT Data Tool 2.0 allows the user to explore neighborhood-level data interactively. However, because DC is organized politically by its eight Wards, Ward-level data and advocacy is especially important. Ward-level data, in comparison to District-wide data, captures a more representative picture of child well-being than do District-wide averages. Each Ward snapshot includes DC KIDS COUNT indicators in five categories: (1) Demographics; (2) Economic well-being; (3) Health; (4) Family and Community; and (5) Education. The left side column includes the outcomes for each Ward in 2010 compared with more recent data. The right side column compares changes in a Ward to changes in DC over the same time period. The graph on page one of each snapshot illustrates the race/ethnicity composition of children under 18 in each Ward. The graph on page two highlights longitudinal changes in the child poverty rate by Ward between 2000 and 2015. A brief list of sources and notes is included. [DC KIDS COUNT is a project of DC Action for Children with support from the Annie E. Casey Foundation.]
Seniors&apos; Postsecondary Plans and Scholarships, School Year 2015-16. Applied Research Report
Author: Department of Defense Education Activity (DoDEA)
Date: 2016-12-00
Type: Reports - Research
Subjects: Public Schools,High School Seniors,Planning,Aspiration,Postsecondary Education,Apprenticeships,On the Job Training,Vocational Education,Military Service,Scholarships,Student Financial Aid,Grants,Ethnicity,Racial Differences,Gender Differences,Graduation Rate

During their senior year, students attending Department of Defense Education Activity (DoDEA) schools develop a postsecondary plan that denotes what they intend to do after graduating from high school. Seniors report whether they are planning to attend a four-year college/university, a two-year/community college, or a vocational/technical school; whether they plan to seek employment or an apprenticeship/on-the-job training; and whether they plan to enlist in the military or join Job Corps. Seniors are also asked to report at the end of their senior year the scholarships, financial aid, and grant monies they have been offered as well as what scholarship monies they have accepted or are planning to accept. This report summarizes the postsecondary intentions and scholarship monies reported by seniors who graduated from a DoDEA high school in school year (SY) 2015-16. Information is provided on: (1) Postsecondary Plans; (2) Postsecondary Plans by Area; (3) Postsecondary Plans by Ethnicity and Race; (4) Postsecondary Plans by Gender; (5) Types of Scholarships Offered and Accepted; and (6) Graduation Rates.
iPad Research with At-Risk Students in an Alternative School
Author: Terry, Marion
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,Secondary School Students,Nontraditional Education,At Risk Students,Handheld Devices,Learner Engagement,Skill Development,Language Arts,Numeracy,Remedial Instruction,Drills (Practice),Technology Uses in Education,Literacy Education,Academic Achievement,Mathematics Achievement,Technological Literacy

This action research study occurred in a grades 5-12 alternative school for at-risk students in northern Canada. iPads were incorporated first in grades 5-8 (year one), and then in grades 5-8 and an ungraded class (year two). The goal was to enhance students' engagement in school and strengthen their language arts and numeracy skills. In year one, 21 students attended nine 30-minute digital literacy classes per week dedicated to remedial skills drills. In year two, teachers used the iPads to enrich classroom lessons and to facilitate project-based activities for (not necessarily the same) 21 students during three 65-minute digital literacy classes per week. Year one resulted in dramatically improved academic performance, but lower student engagement. Year two resulted in less markedly improved academic performance, but higher student engagement. The research team concluded that iPads are a technological tool that supports the teacher when used appropriately.
Simple Strategies Academics Can Use to Help Students Improve Their Writing Skills
Author: Malouff, John
Date: 2018-09-04
Type: Reports - Descriptive
Subjects: College Faculty,Writing Instruction,Teaching Methods,Writing Skills,Writing Improvement,Skill Development,Teaching Models,Motivation Techniques,Writing (Composition),Feedback (Response)

This article describes 16 simple strategies that university academics who do not teach a writing course can use to help their students improve their writing. The strategies are based on the teaching experiences of the authors and follow a teaching model that includes (a) motivating methods, (b) writing instruction, (c) writing practice, and (d) constructive feedback. The strategies are important because so many university students show poor writing skills. Also, students who write well can almost always improve.
Indexing Pell to Inflation Benefits States. Policy Brief
Author: Walizer, Lauren
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Educational Finance,Retrenchment,Economic Climate,Student Financial Aid,Paying for College,Government Role

When state budgets are tight, Pell Grants can indirectly give states more financial flexibility to support the success of innovative state and local ideas. Conversely, cuts to Pell, or the failure to maintain current provisions such as tying the value of it to inflation, can have lasting negative impacts on the success of state postsecondary initiatives. This brief is designed to show examples of these linkages that may not be initially clear to policymakers.
School Vouchers in the Trump Era: How Political Ideology and Religion Shape Public Opinion. CPRE Policy Briefs
Author: Quinn, Rand
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Educational Vouchers,Political Attitudes,Public Opinion,Educational Policy,Policy Formation,Educational Change,Educational Finance,School Choice,Parent Attitudes,Religious Factors,Race,Ethnicity,Surveys,Secondary Education,Federal Aid,Taxes

Expanding school vouchers is a central component of the Trump Administration's education agenda. However, the extent to which the Administration can fully realize this policy goal may hinge, in part, on the level of public support or opposition for the voucher method of reform and on the particular components of any proposed voucher system. In this policy brief, we report on a randomized survey experiment we conducted to identify how two key dimensions of school voucher systems--source of funding and scope of coverage--affect public opinion across various sectors of the American public.
Innovating in an Age of Uncertainty. CIQG Publication Series
Author: Daniel, John
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Innovation,Privacy,Trust (Psychology),Student Mobility,Educational Innovation,Student Records,Information Management,Electronic Publishing,Ownership,Access to Information,Information Technology,College Students,Higher Education,College Graduates,Foreign Countries,Government Role

Faster and more wide-ranging innovation is often urged as the key to solving the various challenges that currently face humankind, from climate change to income inequality. This article looks at a complex example of innovation, the portability of qualifications proposed in the &quot;Groningen Declaration on Student Data Depositories Worldwide&quot; (Groningen Declaration), and reviews some of the political and social obstacles that might slow down or prevent the implementation of this idea. First, the author explains the Groningen Declaration in simple terms and then examines various issues that stakeholders, such as students, universities, employers and governments, would want it to address. Then the author gathers these various issues into three broad categories: privacy, trust and student mobility--and argues that each of them poses special problems at the current time. The aim is not to discourage innovation, but to remind those pushing new ideas that the obstacles to their adoption may often seem to have little direct relation to the idea itself.
Apprenticeships: In New Orleans &amp; Louisiana. Issue Brief No. 5
Author: Rossmeier, Vincent
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Apprenticeships,On the Job Training,Labor Force Development,Program Effectiveness,Unions,Educational Benefits,Credentials,Income,Career Development,Recruitment,Cost Effectiveness,Training,Labor Turnover,Incentives,Education Work Relationship

People learn by doing. This is the idea at the heart of apprenticeship, where lessons in the classroom are reinforced by on-the-job training, resulting in education that transcends the textbook and extends to physical and even cultural learning. Students get paid, and employers get custom-trained talent. For Louisiana, the opportunity of apprenticeship is particularly exciting: the state is in the midst of an industrial boom that is going to produce tens of thousands of well-paying jobs, and if they connect their young people to them, they will both fuel the economy and build the middle class. The following brief lays out the case for expanding apprenticeships in New Orleans and throughout Louisiana, which will benefit both its citizens and its employers, and show the nation a model for workforce training and community wealth creation. [Foreword by Michael Hecht. This brief was created with the Louisiana Workforce Commission and the Greater New Orleans, Inc.]
U.S. Department of Education Strategic Plan for Fiscal Years 2018-22
Author: Department of Education (ED)
Date: 2018-02-12
Type: Reports - Descriptive
Subjects: Strategic Planning,Educational Objectives,Elementary Secondary Education,Educational Improvement,Postsecondary Education,Outcomes of Education,Outcome Measures,Educational Quality,Access to Education,Information Security,Privacy,Access to Information,Accountability,Educational Change,Educational Legislation,Federal Legislation,Program Implementation,Educational Opportunities,College Readiness,Career Readiness,STEM Education,Job Skills,Skill Development,Evidence Based Practice,Capacity Building,Human Capital,Paying for College,Lifelong Learning,Vocational Education,Adult Education,Credentials,Student Financial Aid,Loan Repayment,Efficiency,Information Technology,Computer Security

The Department of Education Strategic Plan for Fiscal Years 2018-2022 describes the policy and operational priorities for the agency. The Plan details the Department's strategic goals and objectives over the next four years. The Plan also provides an overview of our Fiscal Year 2018-2019 Agency Priority Goals.
Cyber-Security in Today&apos;s K-12 Environment
Author: Council of the Great City Schools
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Information Security,Educational Technology,Information Management,Networks,School Policy,Communications,Professional Development,Crime Prevention,Emergency Programs,Elementary Secondary Education,Computer Software,Privacy,School Districts

Equipping today's children with 21st century skills for the digital age requires turning traditional classrooms into a digital-learning ecosystem and ensuring teachers have professional skills and unfettered access to tools they need for 21st century teaching and learning. School district networks are being used for instruction, business, and information sharing on an ever-increasing scale and are increasingly interconnected. Education technology leaders need to have a solid district-wide network security plan that includes: (1) Policies and procedures addressing network use; (2) Communications and professional development for all school-district stakeholders; (3) Network intrusion prevention measures; and (4) Incident response and mitigation strategies. This report focuses on: (1) Establishing a Holistic Security Strategy; (2) Security Planning for K-12 Education Systems (Fresno Unified School District); (3) Security Operations (Fresno Unified School District); (4) Security Awareness (Miami-Dade County Public Schools); (5) Software Development Security (Baltimore City Public Schools); (6) Communication and Network Security (Seminole County Public Schools); and (7) It's Really a Revolution, Not an Evolution (Broward County Public Schools).