ethanporcaro/eric-fulltext-meta huggingface dataset:
Report on SCHEV&apos;s Higher Education and Workforce Alignment Project
Author: State Council of Higher Education for Virginia
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Alignment (Education),Higher Education,Labor Needs,Education Work Relationship,Labor Force Development,Supply and Demand,Partnerships in Education,School Business Relationship,Data Use,Elementary Secondary Education

Efforts across higher education, economic development, workforce development and secondary education address alignment, which the State Council of Higher Education for Virginia (SCHEV) Council defines as helping individuals prepare for and obtain meaningful careers while also meeting employer needs. Specifically, the relationship between workforce needs and higher education academic programs to reduce labor market imbalances. An evolving aspect of alignment focuses on deepening efforts related to specific skills and competencies needed across various industry sectors. In order for education and training to truly serve as an engine of growth in Virginia, the Commonwealth needs to develop a more robust understanding of the connections between education and the labor market, including supply/demand imbalances that can inhibit the growth of businesses or result in poor employment outcomes for individuals. Therefore, a coordinated, comprehensive workforce and higher education ecosystem can build capacity and inform student and policy decisions, academic programs, workforce development, economic development and other related efforts. Overall, stakeholders engaged as part of this project indicated the need and support for improved coordination of the various alignment initiatives and a consistent, routine source of labor supply, demand and shortage analysis and data translation to support such efforts. The higher education and workforce alignment project and resultant recommendations aim to fill in the gaps and connect these various ecosystem elements in an intentional manner resulting in comprehensive policy and program development via an incremental approach. The intent is to create the framework of connectivity organically through these recommendations.
Continuous Improvement in Education: A Toolkit for Schools and Districts. REL 2021-014
Author: Shakman, Karen
Date: 2020-10-00
Type: Guides - Non-Classroom
Subjects: Educational Improvement,Planning,Readiness,Teamwork,Role,Meetings,Change Strategies,Educational Change,Cooperation,Leadership Responsibility,Barriers,Data Use,Elementary Secondary Education

This toolkit is designed to help school- and district-based practitioners engage in a continuous improvement effort. It provides an overview of continuous improvement and focuses on the Plan-Do-Study-Act cycle. It includes tools and resources that practitioners can use to implement a continuous improvement effort in their own schools, districts, or agencies. [Individual pieces of this toolkit are available for download at: https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4591.]
Creating and Using Performance Assessments: An Online Course for Practitioners. REL 2021-048
Author: Bailey, Jessica
Date: 2020-11-00
Type: Guides - Non-Classroom
Subjects: Performance Based Assessment,Test Construction,Test Use,Assessment Literacy,Scoring,Scoring Rubrics,Student Evaluation,Student Participation

This self-paced online course provides educators with detailed information on creating and using performance assessments. Through five 30-minute modules, practitioners, instructional leaders, and administrators will learn the foundational concepts of assessment literacy and how to develop, score, and use performance assessments. They will also learn about the role of performance assessment within a comprehensive assessment system. [The course can be accessed directly from https://ies.ed.gov/ncee/edlabs/regions/northeast/onlinetraining/.]
Number of Students Served by IDEA. IDEA Fact Sheet #1
Author: National School Boards Association, Center for Public Education (CPE)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation,Public Education,Special Education,Preschool Children,Preschool Education,Elementary Secondary Education,Educational Policy,Governance,Enrollment Trends

The Individuals with Disabilities Education Act (IDEA) ensures that students with a disability are provided with Free Appropriate Public Education (FAPE) and helps fund schools to develop and implement a program of special education tailored to the student's needs. IDEA was last reauthorized in 2004. This series of fact sheets documents key changes in the program nationally and by state to assist in understanding needs for full funding and modernization of the law. This first fact sheet in the series calls attention to two facts: (1) close to 7 million children nationally are served by IDEA each year; and (2) the pre-school age children special education population is growing faster compared to the school-age population. The fact sheet also provides a table documenting the number of students receiving special education services by state in 2017, as well as the share of 3-5 year olds (pre-school and Kindergarten age) and 6-21 year olds (school age). Policy and governance considerations for school boards conclude the fact sheet.
Students with Disabilities in Career and Technical Education (CTE). IDEA Factsheet: #2
Author: National School Boards Association, Center for Public Education (CPE)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Vocational Education,Individualized Education Programs,Educational Legislation,Equal Education,Federal Legislation,Transitional Programs,Independent Living,Skill Development,Daily Living Skills,Job Skills,Interpersonal Competence,Secondary School Students,High School Graduates,Graduation Rate,Program Effectiveness,Academic Achievement,Career Readiness,College Readiness

The Individuals with Disabilities Education Act (IDEA) requires that schools assist students with disabilities to develop independent living skills and abilities essential to succeed in most of their life's endeavors. According to the law, each student with a disability must have an individualized education program (IEP), and the IEP must address transition services. Transition planning is required in the IEP for students by age 16; many students begin this planning at age 14 or earlier so that they have the time to build skills they will need as adults. This second factsheet in the IDEA Factsheet series discusses students with disabilities in career and technical education (CTE). Evidence shows that IDEA students benefit from CTE in terms of school completion and successful postsecondary life. Through CTE programs, students with disabilities can develop independent living skills, including personal skills, workplace skills, and people skills. This factsheet uses five key indicators to illustrate how students with disabilities (i.e. IDEA students or students with special needs who have IEPs under the IDEA law) can benefit from CTE programs.
Where Do Students with Disabilities Usually Receive Education Services? IDEA Factsheet: #3
Author: National School Boards Association, Center for Public Education (CPE)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Students with Disabilities,Equal Education,Federal Legislation,Preschool Education,Elementary Secondary Education,Educational Environment,Residential Programs,Home Programs,Special Classes,Special Schools,Private Schools,Public Schools,Correctional Education,Inclusion,Mainstreaming,Hospitals,Symptoms (Individual Disorders),Enrollment Trends,Geographic Location,Student Needs,Teaching Methods

The Individuals with Disabilities Education Act (IDEA) requires that schools assist students with disabilities to develop independent living skills and abilities essential to succeed in most of their life's endeavors. According to the law, each student with a disability must have an individualized education program (IEP), and the IEP must address transition services. Transition planning is required in the IEP for students by age 16; many students begin this planning at age 14 or earlier so that they have the time to build skills they will need as adults. This third factsheet in the IDEA Factsheet series discusses where students with disabilities usually receive education services. The coronavirus pandemic caused at least 123,000 public and private schools to close across the U.S. School closures affect more than 50 million students, including 7 million students ages 3-21 who receive special education services under the Individuals with Disabilities Education Act (IDEA). With prolonged school building closures, school districts are faced with more challenges about how to provide remote learning for students with disabilities while complying with civil rights and disability laws. By increasing awareness of where students with disabilities receive their instruction, school leaders can work with teachers, specialists, and parents to make evidence-based policies and develop effective strategies to support the learning of each student with a disability. Therefore, this factsheet reports the 2018-19 IDEA data from the U.S. Department of Education regarding the following topics: (1) Where do students ages 3-5 with different disabilities usually receive their education services? (2) Where do students ages 6-21 with different disabilities usually receive their education services? and (3) How do education environments for students with disabilities differ by states?
Paths 2 the Future: Evidence for the Efficacy of a Career Development Intervention for Young Women with Disabilities
Author: Lindstrom, Lauren
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Females,High School Students,Intervention,Program Effectiveness,Career Development,Students with Disabilities,Student Needs,Barriers,Social Cognition

Young women with disabilities face unique barriers in the transition from school to adulthood, yet very few studies have examined the effectiveness of gender specific career interventions. Using an intent to treat analysis, this study tested the efficacy of the Paths 2 the Future (P2F) career development curriculum to produce beneficial impacts as compared to business as usual career and transition services within a clustered, school-randomized trial. The sample included 366 young women with disabilities enrolled in 26 high schools. Controlling for student and school characteristics, multilevel growth models showed that young women in the P2F intervention schools grew in career development skills at a greater rate relative to those in the control schools. Findings suggest that P2F was effective in promoting individual student differences in career development skills for young women with disabilities, and support the need for further research examining gender specific career interventions in special education. [This article was published in &quot;Exceptional Children&quot; (EJ1273883).]
Bias and Sensitivity to Task Constraints in Spontaneous Relational Attention
Author: Murphy, Ashley N.
Date: 2021-00-00
Type: Reports - Research
Subjects: Children,Attention,Cultural Differences,Foreign Countries,Bias,Logical Thinking,Age Differences,Prompting,Individual Differences,Socialization,Task Analysis,Prediction,Inferences,Cognitive Mapping

Two studies examined factors that predicted children's tendencies to match objects versus relations across scenes when no instruction was given. Study 1 examined a) age and b) nationality as a proxy for cultural differences in experiences with relations. The results showed that Chinese and U.S. children across ages all showed an initial bias to match objects versus relations across scenes. However, older children in both regions were more likely to notice features of the task that indicated relational matches were a more reliable solution and shifted their responding toward relations over time. Study 2 replicated the object mapping bias and age effects within U.S. children while also examining the impact of directly manipulating children's relational experiences. Before the main scene mapping task children did a relation-generation task known to prime attention to relations (Simms &amp; Richland, 2019). This did not override the initial bias toward object mapping, but magnified the role of age, making older children increasingly sensitive to task features that prompted relational matches, further shifting their responding toward relations over time. [This paper will be published in &quot;Journal of Experimental Child Psychology.&quot;]
2020 Teacher Prep Review: Clinical Practice &amp; Classroom Management
Author: Pomerance, Laura
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Classroom Techniques,Teacher Education Programs,Experiential Learning,Teacher Effectiveness,Mentors,Program Effectiveness,Supervision,Teacher Competencies,Preservice Teachers,School Schedules,Time,Nontraditional Education,Conventional Instruction,Undergraduate Study,Graduate Study,Positive Reinforcement,Behavior Modification,Evidence Based Practice,Partnerships in Education,Elementary Secondary Education

While teachers continue to learn and grow as they gain experience, the foundation for their skills is provided by their initial teacher education program. And of all the parts of teacher education, none is more important than clinical practice. In general, the field of education has long recognized and championed the importance of practice. A 2010 blue ribbon panel organized by the profession's accrediting body called on the field of education to see clinical experiences as the core of teacher preparation. The two standards addressed in this brief take different, but complementary approaches to better understanding the quality of clinical practice: the Clinical Practice standard addresses three elements of clinical practice that have an outsized effect on its overall value, while the Classroom Management standard takes a closer look at how teacher candidates practice a key instructional skill. For each standard, the brief provides key findings from the 2020 &quot;Teacher Prep Review&quot; (TPR) and a list of exemplary certification programs that earned an &quot;A&quot; in 2020. Three recommendations for educator preparation programs conclude the brief. [A list of &quot;Teacher Prep Review&quot; sponsors can be found on page 28 of the PDF.]
Development of Laboratory Manual in Physics for Engineers
Author: Mercado, Justine C.
Date: 2020-10-00
Type: Journal Articles
Subjects: Laboratory Manuals,Material Development,Physics,Engineering Education,Content Validity,Educational Quality,College Faculty,College Students,Foreign Countries,Needs,Competence,Student Experience,Teaching Experience

This study aimed to identify the least learned competencies, needs, and challenges of engineering physics students and teachers, and develop a laboratory manual for Engineering Physics through a mix method design and ADDIE model, but limited to analysis, design and development of Laboratory Manual only. The participants were six Engineering Physics Laboratory teachers and ten second year engineering students. The result showed that the prevailing challenges that needs to be addressed in the laboratory class were lack of updated instructional materials such as laboratory manuals and laboratory equipment, old laboratory apparatus that give inaccurate data and the least learned competencies were thermodynamics, waves and optics, and electricity and magnetism. From the least learned competencies, a laboratory manual was developed to address the needs identified by students and teachers. Results revealed that the developed laboratory manual is much acceptable (M=4.64), by experts. In particular, the laboratory manual is acceptable in terms of Content Quality (M = 4.69), Instructional Quality (M = 4.64) and Technical Quality (M = 4.58). In conclusion, the implementation of the engineering physics curriculum faces many challenges especially the lack of laboratory facilities and instructional materials. The validated developed laboratory manual was found very much acceptable and can be used to address the needs of the students and teachers of engineer physics. It is recommended that the laboratory manual will be used as a supplemental instructional material. Also, further review and evaluation of the manual maybe considered to make it more contextualized, localized and indigenized in the Philippine setting.
Exploratory Assessment of Strategy for Learning Redox Reactions in High School
Author: Morales, Angelita
Date: 2020-03-00
Type: Journal Articles
Subjects: Learning Strategies,High School Students,Chemistry,Science Instruction,Scientific Concepts,Instructional Effectiveness,Teaching Methods,Learning Modalities,Cognitive Style,Competency Based Education,Cooperative Learning,Foreign Countries,Concept Mapping

Describes the exploratory assessment of strategy for learning redox reactions in High School, which seeks to prevent students from developing memoristic and mechanical skills, in addition to emphasize the experiences of daily life that go unnoticed or unexplained to the student in the classroom and at the same time are able to incorporate the key elements for understanding the terminology used in the language of Chemistry, all through proposal for a strategy. The sample consisted of sophomores from CBT High School No. 2 Bicentennial Huehuetoca in Mexico. The students are in the subject of Chemistry I. The didactic sequence was appropriate, for the learning of redox reactions, since it managed to increase by 41.9% the conceptual gain in the students.
Didactic Strategy: Interactive Digital Board in Teaching Learning Heat Capacity for High School
Author: Hernández Bravo, Martha Patricia
Date: 2020-10-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Teaching Methods,Science Achievement,Thermodynamics,Teacher Competencies,Educational Technology,Technology Uses in Education,Constructivism (Learning),Heat,Scientific Concepts,Concept Formation,College Students,Student Attitudes,Bulletin Boards,Interactive Video,Visual Aids,Foreign Countries

In the case of Chemistry subjects at the higher middle level, students tend to have a low performance in terms of academic exploration, either because of lack of motivation or lack of preparation in previous courses. In order to improve not only the academic performance of students in some topics of thermodynamics, but also the quality of teaching, this work proposes the use of some technological tools and practices combined with a constructivist methodology for teaching learning the subject heat capacity at constant pressure. A didactic sequence is designed that includes the use of interactive board as a learning teaching tool, as well as a teaching sequence that did not include the use of the board, to determine the influence of this tool on academic performance. To assess the scope in learning teaching, a questionnaire was designed, which was previously validated with groups of university students. The evaluation was designed for the topic of heat capacity, thus identifying the main alternative conceptions of students, the degree of learning regarding thermodynamic concepts in order to compare the pre- and post-teaching knowledge applied. The results of the post-didactic sequence evaluation, from the point of view of the student who learned using the interactive board, identify an improvement in understanding the main topics, a better willingness to work in the classroom, the ability to molecular representation of phenomena and an improvement in their verbal expression.
AB 705 Research and Analysis: Ideas for Collaboration between Researchers and Faculty
Author: RP Group
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Educational Legislation,State Legislation,Educational Researchers,College Faculty,Institutional Research,Cooperative Planning,College English,College Mathematics,Second Language Learning

This document provides ideas for collaboration between English, Math, and credit ESL faculty and institutional research, planning, and effectiveness (IRPE) professionals in the California Community Colleges to examine local impacts of AB 705. The ideas from this document were generated and collated from regional workshops and events hosted by the Academic Senate for California Community Colleges for faculty and related stakeholders, as well as workshops and events hosted by the RP Group in spring and fall 2019. The document begins by sharing opportunities for collaboration identified by English, Math, and credit ESL faculty and IRPE professionals, followed by commonly-used definitions and terms. The document concludes with a list of considerations for both English, Math, and credit ESL faculty and IRPE professionals as they work together in the context of AB 705 evaluation.
Managerial Competency of Laboratory High School Principals of State Universities and Colleges in Region III, Philippines
Author: Ganaden, Angelo R.
Date: 2020-08-00
Type: Journal Articles
Subjects: Competence,Leadership Effectiveness,Laboratory Schools,High School Teachers,Principals,School Administration,Administrator Characteristics,Public Colleges,Geographic Regions,Instructional Leadership,Strategic Planning,Thinking Skills,Educational Innovation,School Community Relationship,Stakeholders,Foreign Countries

This study aimed to analyze principals' managerial competency. The respondents of the study comprised of 11 principals and 110 teachers in the Laboratory High Schools (LHSs) of State Universities and Colleges (SUCs) in Region III, Philippines. The study used the Competency Framework for Southeast Asian School Heads, 2014 Edition formulated by the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH) to measure the competency of school managers/administrators on aspects such as (1) Strategic Thinking and Innovation, (2) Instructional Leadership, (3) Personal Excellence, (4) Stakeholder Engagement, and (5) Managerial Leadership. The results showed that the laboratory high school principals always exhibit competencies primarily on leadership in instruction, personal improvement and excellence and engagement with the community. However, the study found that there was a need for principals to improve in strategic thinking and innovation and managerial leadership competency aspects. The study found a no significant difference on the perceived attributes of managerial competency when the respondents are grouped according to sex. Moreover, the analysis of variance result established a difference on the perceived principals' personal excellence and managerial leadership competencies when grouped according to respondents' highest educational attainment. The study suggested that the State Universities and Colleges in Region III may design and pursue activities that can help improve the strategic thinking and innovation and managerial leadership competency aspects of principals aimed to adequately address the growing expectations and demands of the students and other stakeholders of the laboratory high schools.