ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward a More Comprehensive Vision of Student Learning. Condition of Education in the Commonwealth. [2016 Action Guide]
Author: Rennie Center for Education Research and Policy
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Partnerships in Education,Models,Early Childhood Education,Educational Improvement,Educational Policy,Outcomes of Education,Elementary Secondary Education,Annual Reports,Educational Indicators,College Readiness,Career Readiness,Transitional Programs,Teacher Effectiveness,Instructional Leadership,Statistical Data,Social Development,Emotional Development,Higher Education

The Condition of Education in the Commonwealth Action Guide presents an overview of the current policy landscape and context in areas of need, along with suggested program steps for bringing successful practices to scale. The Action Guide and the larger Condition of Education in the Commonwealth project provides a common foundation for more informed action statewide, building bridges between what we know how to do and what we aspire to achieve for all students. A number of promising reform activities, including several highlighted in the 2015 Condition of Education Action Guide, emphasize partnerships between schools and community-based organizations to supplement a broader range of student learning needs. As current patterns in student performance are examined and one considers where, as a state, Massachusetts has the greatest opportunity to improve outcomes, social-emotional learning emerges as a clear priority. In this year's Condition of Education Action Guide, the Rennie Center for Education Research &amp; Policy explores the critical role social-emotional learning plays at several stages of the schooling pipeline, noting where the state has made progress and how Massachusetts leaders can support a more comprehensive and research-based vision for social-emotional learning for all educators, students, and their families. [For the accompanying 2016 Data Report, see ED565749.]
Of Metrics and Markets: Measuring Post-College Employment Success
Author: Dalal, Neha
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: College Graduates,Employment Patterns,Success,Education Work Relationship,Labor Market,Outcomes of Education,Accreditation (Institutions),Job Placement,Measurement,Accuracy,Data Collection,Income

This new TICAS (The Institute for College Access &amp; Success) report details existing requirements that govern the calculation and provision of post-college employment metrics, documents weaknesses in existing data, and recommends federal and state policy changes to support comparable, accurate, accessible information for measuring post-college employment outcomes.
Oversight of Out-of-State Online Colleges: California&apos;s Students Need More Protection, Not Less
Author: Institute for College Access & Success
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Virtual Universities,Distance Education,College Students,State Legislation,Governance,State Policy,Educational Policy,Educational Legislation

States' oversight of higher education has traditionally focused on schools within their borders, not those offering educational programs across state lines. However, an increasing number of students are enrolling online: 1.3 million students now enroll online in a school based in another state. Additional vigilance is required to safeguard states' ability to protect their residents enrolled in distance education from colleges in other states. This factsheet provides key information about Californians and online education and makes policy recommendations to protect all Californians, regardless of where their school is located.
Improving Special Education Services in the Detroit Public Schools Community District. Submitted to the Board of Education of the Detroit Public Schools Community District by the Strategic Support Team of the Council of the Great City Schools
Author: Council of the Great City Schools
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Special Education,Public Schools,Educational Improvement,Urban Schools,Students with Disabilities,Incidence,Academic Achievement,Response to Intervention,Positive Behavior Supports,Early Childhood Education,Elementary Secondary Education,National Competency Tests,Educational Administration,Special Education Teachers,Compliance (Legal),Educational Finance,Accountability,Individualized Transition Plans,Suspension,Expulsion,Special Schools,Special Programs

The Council was asked to review Detroit Public Schools Community District's (DPSCD's) services for students with disabilities and provide recommendations to support the teaching and learning of these students. To conduct its work, the Council assembled a team of experts who have successfully administered and operated special education programs in other major urban school districts across the country. These individuals also have firsthand expertise with the Individuals with Disabilities Education Act (IDEA) and are well versed in best practices in the administration and operation of special education programming. This report is designed to help DPSCD and its leaders achieve their goal and maximize the district's capacity to educate all students effectively.
Designing Financial Aid for California&apos;s Future
Author: Institute for College Access & Success
Date: 2018-11-00
Type: Collected Works - General
Subjects: Student Financial Aid,Educational Change,College Students,Paying for College,Student Costs,Program Design,Educational Policy,Educational Equity (Finance),Access to Education,Parent Financial Contribution,State Aid,Grants,Capacity Building,Program Administration

Within California, there is widespread understanding and consensus that college affordability is a challenge that needs to be addressed. Along with this consensus on the nature and implications of California's college affordability problems, there is also emerging agreement about how to tackle it. While this convergence can form the backbone of a new financial aid approach for California, some key questions need further exploration to fill in specific policy priorities and details. To explore these questions and continue advancing policy discussions about how best to reform financial aid in California, The Institute for College Access &amp; Success (TICAS) engaged higher education researchers to explore specific policy questions related to aid reform. Their working papers are published in this compendium. The aim was not to establish a definitive way of approaching any one of the topics, but rather to support the continued evolution of the policy conversation and keep it moving towards identifying the most equitable solutions. The first group of papers explores essential components required for the state to make a true affordability promise to all Californians and investigates what it might cost to do so. The second group of papers grapples with how the state can better communicate with students and families about the financial aid available to them and how to ensure that they have the support they need to navigate the process from application through disbursement to repayment. Collectively, these papers persuasively articulate three imperatives: the need to put students and families at the center of reform; to close equity gaps in access, affordability and success; and to fund student financial need at adequate and predictable levels. This report includes the following chapters: (1) Adjusting COA and EFC for Living Costs (Robert Kelchen); (2) Debt Free College and Student Out-of-Pocket Costs: The Case of California (Charlie Eaton); (3) Creating an Affordable College Model for California (Amy Rose); (4) Increasing Students' Awareness and Understanding of Financial Aid (Su Jin Gatlin Jez); (5) Increasing the Take-Up of Cal Grants (Elizabeth Linos, Vikash Reddy, and Jesse Rothstein); and (6) Building Capacity to Improve Financial Aid Administration (Nicholas Hillman).
The Every Student Succeeds Act: Accountability for Schools with Low Graduation Rates. CRS Report R44700, Version 6. Updated
Author: Kuenzi, Jeffrey J.
Date: 2018-03-14
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Accountability,Graduation Rate,High Schools,Educational Trends,Educational Improvement

The Every Student Succeeds Act (ESSA) comprehensively reauthorized the Elementary and Secondary Education Act of 1965 (ESEA). Among other changes, the ESSA amended federal K-12 educational accountability requirements for states and local educational agencies (LEAs) receiving ESEA funds, including those regarding the identification, support, and improvement of high schools with low graduation rates. In addition to new accountability rules, the ESSA provided the first definition of the high school graduation rate in federal education law. States and LEAs have been reporting their rates using the same definition, originally laid out in 2008 regulations, since the 2010-2011 school year. The national graduation rate for the Class of 2016 was 84.1%--the highest rate recorded using the new methodology. The graduation rate for the Class of 2011 was 79.0%. This national-level improvement has been accompanied by improvements in nearly every state and across all reported groups of students, including all racial and ethnic subgroups, low-income students, English learners, and students with disabilities. Still, graduation rate gaps persist among several student subgroups. At the state level, 27 states were above the national average in 2016 and 23 were below. Three states graduated fewer than 75% of their students, nine states graduated 75%-79.9%, eleven states graduated 80%-84.9%, seventeen states graduated 85%-87.9%, and ten states graduated 88% or more. Importantly for ESSA accountability implementation, analysis of 2014-2015 school-level data reveals that as many as 16% of high schools may fail to graduate at least one-third of their students. Thus, there are potentially thousands of high schools nationwide that may be identified for intervention in the coming years.
Teaching Social Skills in Small Groups of Children with Multiple Disabilities: Motor and Intellectual Disabilities. An Intervention Program
Author: Lappa, Christina
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Interpersonal Competence,Small Group Instruction,Children,Multiple Disabilities,Physical Disabilities,Intellectual Disability,Intervention,Foreign Countries,Communication Skills,Cognitive Ability,Ability Grouping,Games,Positive Reinforcement,Generalization,Intelligence Tests,Skill Development

Few studies have been conducted in Greece, which focus on the education of children with multiple disabilities (motor and intellectual disabilities, ID). Four children between the ages 9 and 15 with multiple disabilities (motor and ID) were selected to be taught social skills. The aim of this qualitative study was to provide training with regard to cognitive and communication skills and more specifically conversational skills to the four children in order to allow them to engage in conversational exchanges with their peers. Participants were evaluated for their mental capacity and assigned to two groups according to their ability. The intervention combined a table game (puzzle pairs), small-group teaching of structured questions with their answers, modeling, error correction, social praise and tangible reinforcement. A within-subject withdrawal design was used to show the acquisition of knowledge and of the ability to converse through conditions of baseline, teaching, probes and generalization measures. All participants learned to engage in structured conversations. This knowledge generalized and maintained to different settings after 3 and 7 months. A social validity measure affirmed these improvements in their ability to converse.
Principals&apos; Administrative Competence and Teachers&apos; Work Performance in Secondary Schools in Calabar Education Zone of Cross River State, Nigeria
Author: Owan, V. J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Administrator Characteristics,Teacher Competencies,Secondary Schools,Instructional Leadership,Leadership Styles,Supervision,Communication Skills,Teacher Administrator Relationship,Attendance,Notetaking,Recordkeeping,Teacher Supervision,Teaching Methods,Foreign Countries

The focus of this study was to investigate &quot;principals' administrative competence and teachers work performance&quot; in Calabar Education zone. Four null hypotheses were tested in the course of the study. Correlational research design was adopted, while purposive sampling technique was used in selecting a sample of 800 teachers. Two instruments were used for data collection including &quot;Principals' Administrative Competence Questionnaire (PACQ),&quot; and Teachers' Work Performance Questionnaire (TWPQ).&quot; Pearson Product Moment Correlation Analysis (r) and multiple regression (R) analysis were employed to test the hypotheses at 0.05 level of significance were applicable, with the aid of SPSS v21. Findings from the study revealed that; principals' supervisory, leadership and communication competences are significantly related to teachers' work performance in terms of instructional delivery, attendance to classes, notes writing, and record keeping respectively. It was also revealed that; principals' supervisory, leadership and communication competences have significant composite influence on teachers' work performance in terms of instructional delivery (p &lt; 0.05; F = 26.764), attendance to classes (p &lt; 0.05; F = 109.122), notes writing (p &lt; 0.05; F = 228.118), and record keeping (P &lt; 0.05; F = 468.793). Based on these findings, it was recommended amongst others that; such techniques as close supervision of teachers, good leadership styles, and effective communication should be jointly practiced by secondary school principals in order to improve teachers' work performance.
Cognitive Behavioural Therapy in Treating Persons with Learning Disabilities
Author: Bekirogullari, Zafer
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Restructuring,Behavior Modification,Psychotherapy,Learning Disabilities,Intervention,Program Effectiveness,Outcomes of Treatment,Mental Disorders

Based on the recent research, Cognitive behavioural therapy (CBT) has extensively popularised particularly in the last three decades. As a standard therapeutic approach, CBT has been widely applied in solving numerous mental related problems. As will be seeing later in the paper, majority of persons with learning disabilities are the ageing population and this population is on the rise. This implies that that the evidence base of their mental problems requires intensive care, therefore, the world countries ought to ensure that there is a comprehensive range of psychotherapies who would cater for the increasing population of persons suffering with learning disabilities. Cognitive Behavioural therapy (CBT) is contemporary an accepted and effective method of treating people with learning disabilities, this is evidenced by the reducing numbers of persons suffering from learning disability illnesses. However, as the paper shows, there is an immediate need to support the education practices as well as developments contributing to the emotional requirements of persons with learning disabilities.
The Investigation of Organizational Image Perceptions of Siirt Universty Staff in Terms of Some Variables
Author: Toytok, Esef Hakan
Date: 2016-12-00
Type: Journal Articles
Subjects: Reputation,College Faculty,Foreign Countries,Predictor Variables,Organizational Culture,Universities,Organizational Effectiveness

Universities are the key organizations that have importance on the development of societies and the world. The effectiveness of these organizations are very important in this manner. One of the most fundamental factors that determine the effectiveness of an organization is the staff of that organization. The literature related to the staff performance showed that organizational justice, organizational climate, organizational culture and mobbing have effect on staff performance. Another effective variable is organizational image which can be defined as an opinion about the organization constructed by public and the staff. This opinion is the combination of the decision(s) of managers at the top and the behavior(s) of the staff at the lower levels. The powerful the organizational image, the powerful the sense of belongings of staff. Because of this reason, The basic aim of this study is to determine the organizational image perceptions of Siirt University staff and then determine the results in terms of some independent variables like gender, hometown, job, service period. A quantitative research is conducted with descriptive survey model. The population of the study is all academic and administrative staff working in the Siirt University Kezer campus. The sampling procedure is not applied because population was accessible. At the end of the study, findings indicated that the most perceptible sub-dimension of organizational image was &quot;management quality&quot; and the least one was &quot;organizational ethic&quot;. Additionally, there are statistically significant difference in general and some sub-dimensions of organizational image in terms of the variables of gender, hometown and job type.
Qualitative Obstacles in Turkish Education System and Suggestions
Author: Can, Ertug
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Teacher Attitudes,Administrator Attitudes,Educational Improvement,Educational Policy,Educational Quality,Educational Change,College Faculty,Higher Education,Educational Administration,Teaching Conditions,Competence

In the present study, which aims to detect the qualitative obstacle in front of Turkish Education System and related suggestions based on administrators and teachers' opinions, qualitative research methods were used. The results of the study suggested that such reasons as constant and unplanned changes in education system, especially that of selection and placement of administration and teachers, and failure to implement a sound educational policy, are responsible for hampering the qualitative improvement. It is apparent that a viable educational policy and planning on the basis of a social agreement is needed together with a philosophical and intellectual transformation in education.
Critical Thinking and Transformative Learning
Author: Sahin, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Transformative Learning,Adult Learning,Skill Development,Correlation,Andragogy,Problem Solving

The traditional theories behaviorism, cognitivism, constructivism and connectivism are regarded as essential theories of learning. However, transformational learning theory works with critical thinking in adult learning. This process is based on their experience and it is followed by the steps of thinking and transformation process in perspective in ten phases. In addition, for critical thinking, developing profound understandings regarding knowledge and skills in a certain domain is of high importance. Critical thinking, like transformative learning, requires continuous use or internalization of them rather than rote learning and retention of information. However, critical thinking is the mandatory skill for this transformative learning and change. This study aims to present critical thinking and transformative learning in a comparative way to analyse the relationship between them.
The Self-Defeating Consequences of Student Loan Default
Author: Dalal, Neha
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Loan Default,Debt (Financial),Student Loan Programs,College Students,Student Characteristics,College Credits,At Risk Students,Barriers,Federal Programs,Prevention

This new TICAS (The Institute for College Access &amp; Success) brief explores how the punitive consequences of defaulting on student debt can perversely make it harder for struggling borrowers to return to school and regain their financial footing, even though graduating from college will make it easier to repay their loans. The brief includes recommendations for how policymakers and colleges can help borrowers better prevent and get out of default.
For Whom Is the Feedback Intended? A Student-Focused Critical Analysis of Turnitin Software as a Tool for Learning
Author: Abrahamson, Earle Derek
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Cheating,Computer Software,Academic Language,Plagiarism,Citations (References),Teaching Methods,Literary Genres,Writing Evaluation,Case Studies,Tutors,Teacher Attitudes,Writing Instruction,Standards,Grounded Theory,Content Analysis,Search Strategies,College Faculty,College Students,Writing (Composition)

Online systems like Turnitin have been identified as way to improve the quality of work that students submit. Related to this, recent studies concerned with Turnitin have foregrounded its capacity as an educative tool that improves students' understanding of academic misconduct. Academic writing, and the ability of students to appreciate feedback as a significant component of learning is often hidden behind the technological platform of Turnitin. In many cases Turnitin is conceived as software used to detect dishonesty and frame students for inappropriate citation, or misuse of referencing. We seek to address this, by examining more the pedagogical value of online feedback systems in the context of widening participation and TEF. Significantly expanding the discussion beyond plagiarism, taking a genre-based approach, and positioning both academic writing and Turnitin/feedback within the context of academic literacies, this paper intervenes with current debates. The case study draws on qualitative data recorded from students, tutors, and the Turnitin software system. By doing so, insights are generated into best software practice that have profound implications for HEIs, most especially those with widening participation agendas. Based on these data, the study provides a series of practical software development recommendations to help raise standards amongst student writing.