ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Directory 1958-1959
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1959-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Departments of Education,Welfare Services,Health Services,Public Officials,Library Personnel,Tribally Controlled Education,Administrative Organization,Public Schools,Superintendents,Catholic Schools,Religious Schools,Higher Education,Enrollment,State Colleges,Two Year Colleges,Professional Associations,Organizations (Groups),Elementary Secondary Education

Part 1 of the 1958-59 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of public school superintendents by state and includes a supplement on Catholic parochial schools and Lutheran parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 lists national and regional education associations; college professional fraternities, and national honor and recognition societies; state education associations; foundations; religious education associations; and international education associations.
Education Directory 1959-1960
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1960-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Departments of Education,Welfare Services,Health Services,Public Officials,Library Personnel,Tribally Controlled Education,Administrative Organization,Public Schools,Superintendents,Catholic Schools,Religious Schools,Higher Education,Enrollment,State Colleges,Two Year Colleges,Professional Associations,Organizations (Groups),Elementary Secondary Education

Part 1 of the 1959-60 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, state and territorial library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. The Office of Education asked the chief school officers to include all regularly employed personnel with statewide duties who report directly or through a superior to the chief state school officer. Field or regional personnel under supervision of a department officer other than the chief state school officer are excluded. All personnel with state-operated schools, libraries, museums, radio stations, etc. that are administered through the state education department are excluded, except for heads of state-operated programs providing specialized statewide service to schools and school personnel recognized as state department bureau or division heads. Part 2 provides a directory of public school superintendents by state and includes a supplement on Catholic and Lutheran parochial school superintendents. Types of included administrative units are described. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level residential study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations; college professional fraternities, and national honor and recognition societies; state education associations; foundations; religious education associations; and international education associations.
Education Directory 1960-1961
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1961-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Departments of Education,Welfare Services,Health Services,Public Officials,Library Personnel,Tribally Controlled Education,Administrative Organization,Public Schools,Superintendents,Catholic Schools,Religious Schools,Higher Education,Enrollment,State Colleges,Two Year Colleges,Professional Associations,Organizations (Groups),Elementary Secondary Education

Part 1 of the 1960-61 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Chief state and territorial officers provided their department. The Office of Education asked the chief school officers to include all regularly employed personnel with statewide duties who report directly or through a superior to the chief state school officer. Field or regional personnel under supervision of a department officer other than the chief state school officer are excluded. All personnel with state-operated schools, libraries, museums, radio stations, etc. that are administered through the state education department are excluded, except for heads of state-operated programs providing specialized statewide service to schools and school personnel recognized as state department bureau or division heads. Part 2 provides a directory by state of county, city, and other school superintendencies. Data came from a Bureau of the Census mail survey. Two types of administrative units are included: County and supervisory district or union superintendencies, and independent and other superintendencies. Superintendents or their counterparts are listed by state for the five religious organizations maintaining state, regional, or national school systems. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level residential study. Criteria for listing and institutional classifications are described. Part 4 lists national and regional education associations; college professional fraternities, and national honor and recognition societies; state education associations; foundations; religious education associations; and international education associations.
Strengthening Community Schools through Improved Data Systems
Author: Burch, Patricia
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Community Schools,Data Use,Educational Improvement,Access to Education,Equal Education,Program Implementation,Capacity Building,Educational Indicators

At a time when students of families living in poverty have experienced the worst of the economic trauma caused by the COVID-19 pandemic, community schools have reemerged as a promising intervention for addressing lack of access to quality education and economic prosperity. Policymakers are making investments in scaling up community schools; effective use of data will be key to the success of the expansion. This brief details findings from a 2021 research project that involved collaboration between the Los Angeles County Office of Education and the University of Southern California Center on Education, Policy, Equity and Governance. The brief provides recommendations for effective implementation of a data system designed to provide academic and community-level data that can ultimately be utilized to address community-specific needs.
Creating a Common Culture of Action around Cybersecurity: Results from the 2021 Project Tomorrow -- iboss National K-12 Education Cybersecurity Report
Author: Project Tomorrow
Date: 2021-00-00
Type: Reports - Research
Subjects: Computer Security,Technology Uses in Education,Elementary Secondary Education,School Districts,Information Technology

Project Tomorrow's® annual Speak Up Research Project has documented the evolution of technology use, both from an instructional and operational perspective, within K-12 education since 2003. Since 2017, the Speak Up results have also included a focus on K-12 districts' cybersecurity preparations. However, today, the combination of the expansion of technology resources within the K-12 education enterprise and the increase in cyber threats to school districts has mandated that a more comprehensive review of the state of cybersecurity within K-12 education be conducted. In partnership with iboss, a new Speak Up Research effort was initiated in spring 2021 to understand the views and values held by school district leaders on their overall readiness to address these unprecedented cybersecurity challenges. Nearly 600 district administrators and technology leaders from a representative cross section of school districts nationwide responded to the call for input on this urgent topic by completing an online survey between January and May 2021. This report identifies and discusses three specific K-12 Cybersecurity Insights from the Speak Up research that can provide district leaders with a starting point for developing a new cross organizational approach for their district's cybersecurity preparation. [This report was co-prepared by iboss.]
Pension Structure and Employee Turnover: Evidence from a Large Public Pension System
Author: Goldhaber, Dan
Date: 2017-08-00
Type: Journal Articles
Subjects: Retirement Benefits,Labor Turnover,Public Sector,Employees,Labor Market,Decision Making,Persistence,Teachers,Faculty Mobility,Teacher Retirement,Enrollment,Probability

Public pension systems in many U.S. states face large funding short-falls, and policymakers have considered moving toward defined contribution (DC) pension structures in the interest of reducing the likelihood of future shortfalls. Concerns exist, however, that such changes might increase levels of employee turnover. The empirical evidence on the relationship between pension structure and turn-over is mixed, and is quite limited in the case of public-sector plans. The authors study a single class of public-sector employees (teachers) who are enrolled in either a traditional defined benefit (DB) plan or a hybrid DB-DC plan during overlapping periods of time. Contrary to conventional wisdom, the authors find little evidence that the introduction of the hybrid plan increased employee turn-over; in fact, they find that turnover is lower among teachers who transferred out of the DB plan into the hybrid plan. Employers may benefit by shifting the debate away from plan structure per se and toward a discussion of how to provide employees with pension plans they will highly value.
Development of an Assessment Tool for Positive Experiences about Science (PES)
Author: Shin, Youngjoon
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Positive Attitudes,Student Experience,Science Education,Evaluation Methods,Self Concept,Learning Motivation,Occupational Aspiration,Test Validity,Grade 4,Grade 6,Grade 8,Grade 10,Elementary School Students,Middle School Students,High School Students,Foreign Countries,Student Attitudes

This research aimed to develop an assessment tool for students' Positive Experiences about Science (PES). A preliminary version of PSE was developed through literature review, consisting of academic emotion, self-concept, learning motivation, career aspiration, and attitude in science. A pilot test was conducted with 198 students and a main test was then conducted with 1,841 students. The PES test found to have good validity and reliability. There were significant (p&lt;0.05) differences by students' grade, gender, and participation in science activities. [For the full proceedings, see ED619611.]
Students&apos; Natural Science Contest: Task Analysis in the Aspect of Knowledge and Understanding
Author: Makarskaite-Petkeviciene, Rita
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Competition,Science Education,Teamwork,Knowledge Level,Natural Sciences,Informal Education,Educational Quality,Elementary School Students,Scientific Literacy,Teaching Methods,Educational Improvement,Preservice Teachers,Foreign Countries

National contest &quot;Lithuanian naturalist&quot; 1st-2nd form students' team (15) performed task (from animate nature and people's living environment sphere) analysis was carried out. The attention was paid to students' natural science knowledge and understanding. The research was grounded on the attitude that this contest as a non-formal education form is an effective device because it contributes to natural science education quality in primary school: (1) develops primary school students' natural science literacy; (2) makes possibilities for teachers to reflect on their experience and proposes ideas for the education process improvement; (3) for students -- future primary school teachers -- provides a possibility to acquire new experience (task creation, conducting theoretical and practical parts of the contest, preparation of evaluation instructions, students' work evaluation). [For the full proceedings, see ED619611.]
Performance Measurement and Resource Allocation in Higher Education in Japan: The Realization of New Public Management in Japan
Author: Takenaka, Toru
Date: 2022-04-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Administrative Organization,Performance Based Assessment,Financial Support,Educational Finance,Foreign Countries,Universities,Resource Allocation,College Administration,Incentives,Institutional Evaluation,Trend Analysis

As in many industrialized countries, Japan carried out a deregulation of higher education around the turn of the 21st century. This reform was based on New Public Management (NPM) principles, which should have been reflected in its most salient step: the incorporation of national universities in 2004. Although the way that the NPM principles were implemented in various countries was far from uniform, the Japanese version was no doubt quite peculiar. For example, from the outset, the management by objectives approach did not work well, due to deficits in the mechanism of ex-post evaluations. In addition, a roll-back of ministerial regulation emerged over time, under the guise of performance-based funding. As a result, universities rarely felt favored or promoted. Particularly in resource allocation among the institutions, they hoped for more transparency. It is assumed that this trend of re-regulation in the Japanese system will (in all likelihood) continue in the foreseeable future.
Individual Behaviors as Motivation, Task Commitment, and Leadership Exhibited by Science Gifted Students at Science Gifted Education Center and Its Implications for Differentiated Instruction
Author: Seo, Hae-Ae
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Science Education,Gifted Education,Learning Motivation,Enrichment Activities,Student Behavior,Student Leadership,Discussion,Individualized Instruction,Biology,Individual Characteristics,Foreign Countries,Preferences,Science Instruction,Middle School Students,Student Attitudes,Career Choice

The research aimed to explore characteristics of individual behaviors as motivation, task commitment, and leadership exhibited by science gifted students at enrichment program in science gifted education center. Results showed that motivation was highest at introduction stage, but decreased as lessons progressed. Task commitment and leadership tended to increase from planning and conducting stages. Leadership was highest at discussion stage. Each student exhibited different sequences of behavioral characteristics along lesson stages. It was called for planning individually differentiated instructional strategies. [For the full proceedings, see ED619611.]
Do Bonuses Affect Teacher Staffing and Student Achievement in High Poverty Schools? Evidence from an Incentive for National Board Certified Teachers in Washington State
Author: Cowan, James
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Supply and Demand,Academic Achievement,Poverty Areas,Low Income Students,Incentives,Teacher Certification,Educational Policy,Teacher Persistence

We study a teacher incentive policy in Washington State that awards a financial bonus to National Board certified teachers in high poverty schools. Using a regression discontinuity design, we find that the bonus policy increased the proportion of certified teachers in bonus-eligible schools by improving hiring, increasing certification rates of incumbent teachers, and reducing turnover. Depending on the method, we estimate that the proportion of NBCTs in treated schools increased by about four to eight percentage points over the first five years of eligibility. However, the improvement in certification rates corresponds to a change of about 0.2-0.3% of a standard deviation in teacher quality per year and we do not find evidence that the bonus resulted in detectible effects on student test achievement.
Annual Report on Early Childhood Education Grants, Fiscal Year 2021
Author: Ohio Department of Education, Office for Early Learning and School Readiness
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Grants,Early Childhood Education,Preschool Children,Child Development,Educational Quality,State Aid,School Districts,Public Schools,Education Service Centers,Vocational Schools,Charter Schools,Community Schools,Child Caregivers,Child Care,Annual Reports,School Readiness,Faculty Development,Teacher Qualifications,Preschool Teachers,Screening Tests

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high-quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear: children who participate in high-quality early learning programs begin school better prepared for educational success. In Fiscal Year 2021 (July 1, 2020-June 30, 2021), 353 Early Childhood Education Grant-funded programs served 15,052 children because of the $71,480,000 investment in state funding. These grantees included public school districts, educational service centers, joint vocational schools, community schools, chartered nonpublic schools and community-based child care providers who earned 3-, 4- or 5-star ratings in Ohio's quality rating system, Step Up To Quality. [For the 2020 report, see ED615708.]
Preschool to Kindergarten IEP: Preschool to Kindergarten IEP Transition
Author: Ohio Department of Education, Office for Early Learning and School Readiness
Date: 2020-05-00
Type: Guides - Non-Classroom
Subjects: Preschool Education,Kindergarten,Young Children,Students with Disabilities,Transitional Programs,Planning,Program Implementation,Individualized Education Programs,School Readiness

The Ohio Department of Education's Office of Early Learning and School Readiness provides technical assistance and resources for their partners working with families, preschool staff, and communities to meet the individual needs of preschool children with disabilities. The goal of this manual is to offer information to preschool programs and school districts that are responsible for planning, developing and implementing the individualized education program (IEP) of a child who is leaving preschool to enter kindergarten. This guidance will help the child's IEP team plan for his or her success, making the transition from preschool to elementary school a positive experience.
Preschool Children Eligible for Special Education: Frequently Asked Questions
Author: Ohio Department of Education
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Children,Eligibility,Special Education,Students with Disabilities,State Standards,Mainstreaming,Early Childhood Education,Definitions,Inclusion,Public Schools,Private Schools,Disadvantaged Youth,Preschool Teachers,Teacher Certification,Teacher Role,Individualized Education Programs,Disability Identification,School Readiness,Student Evaluation,Delivery Systems,School Districts,School Schedules,State Legislation,Regular and Special Education Relationship,Student Placement

To better support districts and preschool program providers, the Ohio Department of Education's Office of Early Learning and School Readiness is providing answers to the following frequently asked questions pertaining to Ohio Administrative Code 3301-51-11. This document is divided into sections aligning with each section of the rule. This document will continue to be updated based on additional questions and concerns from the field.
Pre-Service Chemistry Teachers&apos; Beliefs about Argumentation and Argumentative Practice
Author: Lourenço, Ariane Baffa
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Chemistry,Science Teachers,Persuasive Discourse,Content Analysis,Student Attitudes,Classification,Teaching Methods,Teacher Education Programs,Foreign Countries

The purpose of this research was to gain an understanding of pre-service chemistry teachers' beliefs about argumentation and argumentative practice in the context of school after they have participated in intentional argumentation training. A month after completing their training, the researchers conducted interviews with them and analyzed the responses using the content analysis method in which there are a de-contextualisation, re-contextualisation, categorization, and compilation of information. The results show that pre-service chemistry teachers´ beliefs about argumentative practice are in line with the literature of the area. [For the full proceedings, see ED619611.]
A Tutor&apos;s Personal and Professional Experiences of Tutoring in a Science Teacher Education Module
Author: Mbali, Msizi
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Tutoring,Instructional Innovation,Teaching Methods,Service Learning,Diaries,Self Esteem,Biology,Science Education,Tutors,Content Analysis,Experiential Learning,Learning Theories,Preservice Teacher Education,Preservice Teachers,Teacher Education Programs,Student Attitudes,Foreign Countries

Student tutoring in innovative teaching and learning practices promotes personal and professional learning. Experiential learning theory underpins this research. An interpretive, qualitative approach and narrative strategy with purposive sampling was used. The tutor narrative accounts of tutoring the Research and Service-Learning module in Biological Science Education were compiled from a reflective diary, coordinator - tutor discussions and tutor notes. The qualitative data were analysed using descriptive content analysis. The tutor's self-confidence, language competence, understanding and application of research and Service-Learning and engagements with students were greatly improved. [For the full proceedings, see ED619611.]