ethanporcaro/eric-fulltext-meta huggingface dataset:
Questions and Answers on Providing Services to Children with Disabilities during the Coronavirus Disease 2019 Outbreak
Author: Department of Education (ED)
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Disease Control,Health Promotion,Planning,State Government,Government Role,Students with Disabilities,Preschool Education,Public Health,Access to Education,Educational Legislation,Equal Education,Federal Legislation,Special Education,Board of Education Role,At Risk Students,Legal Responsibility,Individualized Education Programs,Student Needs,Early Intervention,Educational Finance,COVID-19,Pandemics,School Closing

The Centers for Disease Control and Prevention (CDC) is responding to an outbreak of respiratory disease caused by a new coronavirus named coronavirus disease 2019 (COVID-19). The CDC has issued interim guidance to help administrators of public and private childcare programs and K-12 schools plan for and prevent the spread of COVID-19 among students and staff. This Questions and Answers document outlines states' responsibilities to infants, toddlers, and children with disabilities and their families, and to the staff serving these children.
Breton: The Breton Language in Education in France, 3rd Edition. Regional Dossiers Series
Author: Vallerie, Meriadeg, Comp.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Indo European Languages,Geographic Regions,Language Usage,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Language Minorities,Bilingual Education,Language of Instruction,Native Language Instruction,Public Schools,Private Schools,Educational Administration,Educational Legislation,Instructional Materials

Breton (&quot;Brezhoneg&quot;) is an indigenous Celtic language spoken only in Brittany (a peninsula in western France). Nowadays most Breton speakers live in the western part of Brittany (&quot;Breizh-Izel,&quot; also called 'Lower Brittany'). However, there are also speakers in the eastern part (&quot;Breizh-Uhel,&quot; 'Upper Brittany'), especially in and around the main cities. Aspects that are addressed in this dossier include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional Dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [This Regional dossier was originally compiled in 1998 by Olier ar Mogn. Meriadeg Vallerie and Catherine Bouroulleg updated the dossier in 2019. Unless otherwise stated academic data refer to the 2017/2018 school year.]
The Overlooked Value of Certificates and Associate&apos;s Degrees: What Students Need to Know before They Go to College
Author: Carnevale, Anthony P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Associate Degrees,Educational Certificates,Education Work Relationship,Incidence,Enrollment,Graduation,Student Characteristics,Disproportionate Representation,African American Students,Hispanic American Students,Low Income Students,Adult Students,Outcomes of Education

Education beyond high school is now the preferred currency for workers seeking economic opportunity in the US labor market. Since the 1980s, the bachelor's degree has been the gold standard for stable employment and lifetime earnings and the most promising route to the middle class. The new rules of the college and career game confirm that education level matters, and that more education is generally better when it comes to earnings potential. What is less well known is that program of study and major matter even more to potential earnings than education level. As a result, less education can often be worth more. In fact, some certificate holders can earn more than those with an associate's or bachelor's degree, and some associate's degree holders can earn more than those with a bachelor's degree. In other words, certificates and associate's degrees--credentials on the middle-skills pathway--can be viable routes to economic opportunity. Workers who have taken this pathway to jobs are doing so with certificates, associate's degrees, noncredit education, certifications, licenses, and a host of emerging microcredentials such as badges or coding and technology boot camps. But, while pockets of opportunity exist, not enough is known about the risks and rewards of the particular education and training programs available. Today the combined number of certificates and associate's degrees awarded by colleges is roughly equivalent to the number of bachelor's degrees, around 2 million per year, with certificates and associate's degrees each accounting for about 1 million. The students earning the vast majority of these credentials attend public two-year colleges. While certifications, licenses, microcredentials, and noncredit education are also important options on the middle-skills pathway, much less is known about the workforce outcomes of these options because no data source consistently captures this information. Due to limitations in the data, this report focuses on certificates and associate's degrees.
Evidence-Based and Promising Practices to Support Continuity of Learning for Students with Disabilities: Practices and Resources to Support Parents and Families. Topical Issue Brief
Author: Office of Special Education Programs (ED/OSERS)
Date: 2020-00-00
Type: Guides - General
Subjects: Evidence Based Practice,Students with Disabilities,Teaching Methods,Parent Role,Student Needs,Home Schooling,Positive Behavior Supports,Reinforcement,Rewards,Self Management,Family School Relationship,Story Telling,Reading Strategies,Phonological Awareness,Reading Instruction,Mathematics Instruction,Student Attitudes,Relevance (Education),Geometric Concepts,Visual Aids,Mathematics Skills,Reading Skills,Disease Control,School Schedules,Accountability,Social Development,Emotional Development,Young Children,Emergent Literacy,Numeracy,Interpersonal Competence,Psychomotor Skills,Parenting Styles,Preschool Education,COVID-19,Pandemics,School Closing

Because of the COVID-19 pandemic, as of this writing, 21 states and three U.S. territories have ordered or recommended school building closures for the rest of the academic year, with closures impacting at least 124,000 U.S. public and private schools and affecting at least 55.1 million students. In addition, districts in nearly all other states and territories have implemented extended closures with pending dates for reopening. This situation presents challenges for all families, particularly for families of students with disabilities who often must take on a significant role in supporting their children in virtual learning and distance instruction. This brief presents practices and resources that educators, early interventionists, and parent center staff can share with parents and families of students with disabilities to support students' continuity of learning during school building closures.
KASB 2019-20 Enrollment Projections
Author: Carter, Ted
Date: 2019-12-00
Type: Reports - Research
Subjects: Enrollment Projections,Enrollment Trends,School Districts,Elementary Secondary Education,Low Income Students,Age Differences,Instructional Program Divisions,Special Education,At Risk Students,Geographic Regions,School District Size,English Language Learners,Students with Disabilities,Gender Differences,Racial Differences,Ethnicity,Preschool Education

This report summarizes the findings from the Kansas Association of School Boards (KASB) 2019-20 Enrollment Projections and describes the new methods KASB members can use to access this information. KASB's enrollment projections for the 2020-21 through 2024-25 school years indicate: (1) Total enrollment will decline from 499,331 in 2019-20 to 487,665 in 2024-25. This represents a 2.3% decline in the total student population; (2) No notable change is expected in the percent of students eligible for English language learner status, free or reduced-price lunch, or special education; and (3) No notable change is expected in the gender, race, or ethnic makeup of the student population. [For the 2017-18 report, see ED590716.]
Evidence-Based and Promising Practices to Support Continuity of Learning for Students with Disabilities: Practices and Resources to Support Teachers. Topical Issue Brief
Author: Office of Special Education Programs (ED/OSERS)
Date: 2020-00-00
Type: Guides - General
Subjects: Evidence Based Practice,Students with Disabilities,Teaching Methods,Student Needs,Home Schooling,Positive Behavior Supports,Reinforcement,Rewards,Self Management,Family School Relationship,Reading Strategies,Reading Instruction,Mathematics Instruction,Visual Aids,Mathematics Skills,Reading Skills,Disease Control,Social Development,Emotional Development,Young Children,Emergent Literacy,Numeracy,Interpersonal Competence,Psychomotor Skills,Educational Technology,Access to Computers,Asynchronous Communication,Synchronous Communication,Independent Study,Elementary Secondary Education,Scaffolding (Teaching Technique),Academic Accommodations (Disabilities),Early Childhood Education,Developmentally Appropriate Practices,COVID-19,Pandemics,School Closing

Because of the COVID-19 pandemic, as of this writing, 21 states and three U.S. territories have ordered or recommended school building closures for the rest of the academic year, with closures impacting at least 124,000 U.S. public and private schools and affecting at least 55.1 million students. In addition, districts in nearly all other states and territories have implemented extended closures with pending dates for reopening. This situation presents challenges for all teachers, particularly for teachers of students with disabilities who often must take on a significant role in supporting their students in virtual learning and distance instruction. This brief presents practices and resources that educators of children and youth with disabilities can use to support students' continuity of learning during school building closures.
The Relationship between Learning Styles, GPA, School Level and Gender
Author: Mašic, Adela
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Style,Grade Point Average,Gender Differences,Academic Achievement,Learning Modalities,Aural Learning,Middle School Students,High School Students,Foreign Countries,Age Differences

In education it is important to celebrate all aspects of diversity, including different ways students learn. Addressing these diversities in the classroom is paramount for the success of every student. This research on learning styles may help in explaining the possible reasons for differences in students' achievement. The aim of this study was to investigate the learning style preferences based on gender, school level and students' GPA. A questionnaire was completed by 269 middle and high school students to determine if their learning style preferences are auditory, visual or tactile. The results showed that students' most preferred learning style is auditory on all three factors: gender, school level and their GPA, while there are certain differences when it comes to the second and third preferred learning style. Identification of the preferred learning styles may help instructors to differentiate the teaching process and may have positive impacts on obtaining and improving learning outcomes.
Virtual Conference on Inclusive TVET: Virtual Conference Report. UNESCO-UNEVOC TVeT Forum, 1 to 12 July 2019
Author: Alla-Mensah, Joyceline
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Inclusion,Students with Disabilities,Vocational Education,Foreign Countries,Cultural Differences,Educational Legislation,Educational Research,Access to Education,Accessibility (for Disabled),Educational Needs,Partnerships in Education,Definitions,Educational Policy,Educational Environment,Mainstreaming,Barriers,Teacher Competencies,Teacher Education,Family School Relationship,School Community Relationship,Program Evaluation,Job Skills,Readiness,Vocational Education Teachers

The virtual conference on inclusive education was held from July 1-12, 2019. It was open to all members of the UNESCO-UNEVOC TVeT Forum, an online community with more than 6100 members. The conference provided a platform for participants to share their knowledge and experiences about inclusive TVET in their countries. In addition, it sought to gather information about the state of inclusive TVET in different contexts. The information is relevant for all stakeholders because the vision of inclusive education requires that TVET is organized differently to enhance access, participation and achievement of all persons that were previously excluded or at risk of being excluded. This includes altering existing policies and legislative instruments, learning environments, teacher training and attitudes towards inclusion. Key findings in the report include: (1) Inclusive TVET is broadly defined in many countries; (2) Poor legislation and inadequate resources to deliver inclusive TVET increase the risk of exclusion of vulnerable persons; (3) Accessible learning environments are needed to make TVET inclusive; (4) Teachers need support to operate in inclusive environments; (5) Partnerships are key to promoting inclusive TVET; and (6) Systemic solutions are required to aid transitions from TVET to work. It also aimed to contribute to the upcoming 2020 issue of UNESCO's Global Education Monitoring Report which focuses on inclusion in education. [The virtual conference was moderated by Joyceline Alla-Mensah.]
Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals
Author: Marx, Teri A.
Date: 2020-02-00
Type: Guides - Non-Classroom
Subjects: Goal Orientation,Decision Making,Individualized Education Programs,Behavior Problems,Barriers,Educational Resources,Student Evaluation,Systems Approach,Identification,Behavior Change,Observation,Measurement Techniques,Aggression,Time on Task,Intervention,Evidence Based Practice

The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs). The guide covers: (1) components of quality behavioral IEP goals; (2) how to know which behavior(s) should be addressed through an IEP goal; (3) information about behavior(s) of concern; (4) how to set goals and progress monitor; (5) common challenges and solutions; and (6) additional resources and tools.
Irish: The Irish Language in Education in Northern Ireland, 3rd Edition. Regional Dossiers Series
Author: Ó Ciaráin, Réamonn, Comp.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Irish,Language Minorities,Native Language Instruction,Language Usage,Educational Policy,Geographic Regions,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Public Schools,Private Schools,Bilingual Education,Educational Administration,Catholic Schools,Educational Finance,Educational Legislation,Instructional Materials

The aim of the Regional dossiers series is to provide a concise description of European minority languages in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. This dossier discusses Irish, or Gaeilge, an indigenous language spoken in the Republic of Ireland and in Northern Ireland. It is a Celtic language closely related to Scottish Gaelic and Manx, and more distantly related to Welsh, Breton and Cornish. Speakers of Irish in Northern Ireland are predominantly second language learners and most people learn the language through the education system or at informal language classes held throughout Northern Ireland. Irish Medium Education is a growing sector in both the Republic of Ireland and in Northern Ireland. [This regional dossier was originally compiled by Aodán Mac Póilin from Ultach Trust/Iontaobhas Ultach and Mercator Education in 1997. It was updated by Róise Ní Bhaoill from Ultach Trust/Iontaobhas Ultach in 2004. It has been updated by Réamonn Ó Ciaráin from Gael Linn in 2018.]
Slovene: The Slovene Language in Education in Italy, 3rd Edition. Regional Dossiers Series
Author: Bogatec, Norina, Ed.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Language Minorities,Native Language Instruction,Language Usage,Educational Policy,Geographic Regions,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Public Schools,Private Schools,Bilingual Education,Educational Administration,Educational Finance,Educational Legislation,Instructional Materials,Slavic Languages

The aim of the Regional dossiers series is to provide a concise description of European minority languages in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. This dossier discusses Slovene, a fully developed and functionally diverse modern South Slavic language, geographically situated at the meeting point of the Slavic, Romance, Germanic and Finno-Ugric language groups. In the Slovene settlement area in Italy, in the region of Friuli-Venezia Giulia (FVG), the Slovene language is spoken in its standard and dialect varieties. Slovenes living in the FVG region in Italy are one of the Slovene autochthonous minorities living outside Slovenia. [Maria Bidovec, Norina Bogatec, Matejka Grgic, Miran Košuta, Maja Mezgec, Tomaž Simcic, and Pavel Slamic updated the previous dossier in 2004. Unless otherwise stated academic data refer to the 2017/2018 school year.]
Ulster-Scots: The Ulster-Scots Language in Education in Northern Ireland. Regional Dossiers Series
Author: Hagan, Linda, Comp.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Language Minorities,Native Language Instruction,Language Usage,Educational Policy,Geographic Regions,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Public Schools,Private Schools,Bilingual Education,Educational Administration,Catholic Schools,Educational Finance,Educational Legislation,Instructional Materials,Indo European Languages,Language of Instruction

The aim of the Regional dossiers series is to provide a concise description of European minority languages in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. This dossier discusses Ulster Scots, a regional variation of Scots belonging to the Indo-European Germanic language family and is descended from Anglo-Saxon, specifically from a northern form of it, whose speakers had reached the south-east of what is now Scotland by the 7th century AD. [Unless otherwise stated academic data refer to the 2017 school year.]