ethanporcaro/eric-fulltext-meta huggingface dataset:
Middle Grade Indicators of Readiness in Chicago Public Schools: Looking Forward to High School and College. Research Report
Author: Allensworth, Elaine M.
Date: 2014-11-00
Type: Reports - Research-practitioner Partnerships
Subjects: Middle School Students,Intermediate Grades,High School Students,College Students,Public Schools,Correlation,Grades (Scholastic),Attendance Patterns,Scores,Achievement Tests,Racial Differences,Ethnicity,Socioeconomic Status,Poverty,Student Characteristics,At Risk Students,Academic Achievement,Benchmarking,College Entrance Examinations,Predictor Variables

This report is designed to provide a detailed picture of the relationship between students' performance in the middle grades (grades five through eight) and their subsequent performance in high school and college among students in the Chicago Public Schools (CPS). The key findings of this report have been summarized in briefs for middle grade and high school practitioners: 5 Key Findings for Middle Grades and 4 Key Findings for High Schools. Grades and attendance--not test scores--are the middle grade factors most strongly connected with both high school and college success. In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success. This report follows approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school. Key findings from the report include: Only those students who leave eighth grade with GPAs of at least 3.0 have a moderate chance of earning a 3.0 GPA in high school--the threshold for being considered college-bound. Whether students are &quot;ready&quot; for high school depends not only on their academic performance in the middle grades but also on the context that they enter into in ninth grade. Students with the same academic record in middle school also have different high school outcomes depending on which high school they attend. Strategies aimed at attendance improvement could likely have as much or more of a payoff for high school and college graduation as efforts aimed at improving test scores becausetest scores are hard to move and do not show much variability throughout middle and high school. Meanwhile, attendance shows considerably more variation and middle school attendance is much more predictive of passing high school classes than test scores.
Infusing Action Mazes into Language Assessment Class Using Quandary
Author: Kiliçkaya, Ferit
Date: 2017-00-00
Type: Reports - Research
Subjects: Problem Solving,Decision Making,Computer Software,Web Based Instruction,Preservice Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,State Universities,Interviews,Student Attitudes,Student Motivation,Course Content,Teaching Methods,Foreign Countries,Teacher Education,Qualitative Research,Case Studies,Semi Structured Interviews,Content Analysis

It is widely acknowledged that problem solving is one of today's prominent skills and is an ongoing activity where learners are actively involved in seeking information, generating new knowledge based on this information, and making decisions accordingly. In this respective, through infusing problem-solving into curriculum of language teaching, it might be possible to help students have responsibility for their own learning and learn a variety of ways to take personal actions to solve problems. In addition, problem-solving enables learners to link new knowledge with the real-life activities, leading to higher levels of thinking. Therefore, the current study aims to encourage learners to utilize problem-solving skills through &quot;Quandary,&quot; an application used to create web-based action mazes. The participants include sixty-four prospective teachers of English at the Department of Foreign Language Education at a state university. After the training with hands-on experience on the use of the software, the participants were asked to create a situation related to language assessment and evaluation, together with a number of choices to select. Each resulting situation was required to be presented again with a set of options, leading to a kind of interactive case study where the reader was asked to decide and make decisions based on the presented information. Based on the interviews conducted with the participants, it was determined that the participants improved their problem-solving skills and linked the content of the course with situations. Moreover, the results indicated that quandary has proven to be an interesting means to stimulate the participants' motivation as well as curiosity and interest in the text-based situation.
Collaborative Problem Solving Skills of 15-Year-Olds: Results from PISA 2015. Data Point. NCES 2017-249
Author: National Center for Education Statistics (ED)
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Problem Solving,Mathematics,Science Achievement,Reading Achievement,Mathematics Achievement

The Program for International Student Assessment (PISA) is a global education study of 15-year-old students' reading, mathematics, and science literacy and, in 2015, two optional components: financial literacy and collaborative problem solving. Fifty-one education systems administered the collaborative problem solving assessment, including 32 of 35 OECD-member education systems. Students were assessed on their ability to solve a problem by sharing the understanding and effort required to come to a solution, and pooling their knowledge, skills and effort to reach that solution (OECD 2017). Assessment results are reported on a scale of 0-1,000, and also in terms of the percentage of students performing at four proficiency levels. This document provides information on how U.S. 15-year-olds perform, on average, on the PISA collaborative problem solving assessment in 2015, as well as the percentage distribution of U.S. students across the proficiency levels on the PISA collaborative problem solving assessment.
Environmental Essentials of Signature Pedagogy of Constructivist Teacher Education--An Analogy
Author: Kunnathodi, Abdul Gafoor
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Constructivism (Learning),Teacher Education,Teaching Methods,Figurative Language,Logical Thinking,Cooking Instruction,Fundamental Concepts

Taking the premise that construction or meaning making largely depends on the existing knowledge and experience, this paper uses an analogy of learning the culinary art and learning to teach. This paper attempts to clarify the characteristics of signature pedagogy of teacher education focusing on the threshold concept of constructivism by using the analogy of culinary skills as the contextual/environmental element. It is assumed that the analogy helps the student teachers to comprehend the meaning of the abstract idea of constructivism because in the cultural context of Kerala most student teachers are clear about what it means to learn how to learn cooking. This paper fits into the theme of this conference as future teachers and teacher educators would learn how to relate something as abstract as constructivism with something intimately connected with life and cultural environment as learning to nourish oneself and the younger ones. While cooking facilitates nourishment of body, teaching facilitates learning and development of mind. Building upon the analogy between these two essential process of sustaining and developing human life and culture, this paper augments its arguments with the concepts of signature pedagogy and threshold concepts and elaborates on how these ideas would help to further clarify and improve the theory and practice of constructivism in teacher education. [This paper was published in &quot;Environmental Psychology: Perspectives on Teacher Education&quot; p19-28 2017 (ISBN 978-81-933464-0-2).]
Characteristics of Future Ready Leadership: A Research Synthesis
Author: Department of Education (ED), Office of Educational Technology
Date: 2017-00-00
Type: Reports - Research
Subjects: Leadership Qualities,Administrator Characteristics,Superintendents,Educational Technology,Technology Uses in Education,Administrator Role,Technology Integration,Video Technology,Cooperation,Individualized Instruction,Educational Practices,Professional Development,Educational Policy,Financial Support,Evaluation,Teacher Role,Participative Decision Making

Strong leadership is essential to systemic, sustainable change in education. Superintendents and their leadership teams, with the support of state and local leaders, are key to leading the transition to digital learning in their districts. Superintendents throughout the country have expressed the desire for evidence-based approaches they can rely upon to lead this change. In response to this need, the U.S. Department of Education's Office of Educational Technology, in partnership with the American Institutes for Research (AIR), developed a research-based synthesis defining a set of policies and practices implemented by successful Future Ready district leaders. The resulting rubric provides a basis for personalized professional learning to expand the capacity of district superintendents to effectively transition to digital learning. The rubric served as the foundation for developing a personalizable playlist of videos for superintendents highlighting essential policies and practices for successfully leading the transition to Future Ready schools. Fifty videos were shot on-site at eight school districts across the country. Collectively, these videos constitute a virtual site visit hosted by some of the most forward leaning Future Ready district leaders in the country sharing lessons learned and effective practices with their peers. In addition, the videos were carefully curated to represent each of the 27 evidence-based policies and practices described in this document. The rubric may also prove useful for strategic planning for superintendents, their leadership teams, and those supporting them in other contexts. The rubric is aligned with the recommendations of the 2016 National Education Technology Plan, ensuring that as district leaders work to become Future Ready they will also be making progress toward implementing the broader technology vision for the nation. The Future Ready Leaders rubric defines exemplary dimensions of policy and/or practice within four focus areas: (1) collaborative leadership; (2) personalized student learning; (3) robust infrastructure; and (4) personalized professional learning. The rubric also specifies the types of evidence that support the description of exemplary policy and practice.
NCVER&apos;s Strategic Plan: 2017-20
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Vocational Education,Interviews,Stakeholders,National Surveys,Values,Data Analysis,Data Collection,Educational Needs,Information Dissemination,Educational Quality,Educational Resources,Skill Development,Foreign Countries,Technical Education

NCVER's latest strategic plan outlines the vision and mission, and 7 strategic objectives and interrelated actions, that will direct company activities for the next 3 years. It also details the values that underpin our culture, our commitment to quality and integrity, measures of success against the objectives, and principles of practice and operation that explain the many stakeholders we support and for what purpose. This plan is based on the results of an extensive independent review by the NOUS Group, which was designed to ascertain how NCVER is perceived and how our data and products are used by various members of the VET sector. As part of this consultation, NOUS conducted around 60 interviews with key VET sector stakeholders across all jurisdictions and received over 500 responses to a comprehensive national survey.
Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update
Author: Department of Education (ED), Office of Educational Technology
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education,Access to Computers,Teacher Role,Teaching Methods,Teacher Education,Faculty Development,Leadership Qualities,Budgeting,Financial Support,Evaluation Methods,Data Analysis,Privacy

The National Education Technology Plan (NETP) sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers; district, school, and higher education leaders; classroom teachers; developers; entrepreneurs; and nonprofit organizations. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV) Part A of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). To illustrate key ideas and recommendations, the plan includes examples of the transformation enabled by the effective use of technology. These examples include both those backed by rigorous evidence as well as emerging innovations. The identification of specific programs or products in these examples is designed to provide a clearer understanding of innovative ideas. The NETP also provides actionable recommendations to implement technology and conduct research and development successfully that can advance the effective use of technology to support learning and teaching. This 2017 update to the NETP is the first yearly update in the history of the plan. [Appendix A provides 122 references from &quot;Characteristics of Future Ready Leadership: Research Synthesis&quot; (ED577590).]
Choosing VET: Investigating the VET Aspirations of School Students. NCVER Research Report
Author: Gore, Jennifer
Date: 2017-00-00
Type: Reports - Research
Subjects: Vocational Education,Student Attitudes,Student Participation,Foreign Countries,Educational Policy,Training,Geographic Location,Program Content,Educational Quality,School Schedules,Access to Information,Decision Making,Secondary Education,Postsecondary Education,Adult Education,Influences,Costs,Interviews,Relevance (Education),Mixed Methods Research,Surveys,Focus Groups,Participation,School Choice,Elementary School Students,Secondary School Students,Academic Aspiration,Teacher Role,School Role,Occupations

This study explores the views of 6,492 New South Wales (NSW) primary and secondary school students' post-school aspirations. It explores when vocational education and training (VET) begins to feature in students' thinking about their futures, the kinds of students who think about VET, and under what conditions. The study informs how teachers, schools, and VET providers might enrich the information available to students and their parents/carers and address current gaps and misunderstandings in students' knowledge about VET. Appendices are included. [For the related reports, see &quot;Choosing VET: Aspirations, Intentions and Choice&quot; (ED577595) and &quot;In Their Words: Student Choice in Training Markets--Victorian Examples. NCVER Research Report&quot; (ED577594).]
In Their Words: Student Choice in Training Markets--Victorian Examples. NCVER Research Report
Author: Brown, Justin
Date: 2017-00-00
Type: Reports - Research
Subjects: Vocational Education,Student Attitudes,Student Participation,Foreign Countries,Educational Policy,Training,Geographic Location,Program Content,Educational Quality,School Schedules,Access to Information,Decision Making,Secondary Education,Postsecondary Education,Adult Education,Influences,Costs,Interviews,Relevance (Education),Mixed Methods Research,Surveys,Focus Groups,Participation,School Choice

This research offers insights into the options available to individuals as they navigate the vocational education and training (VET) market. Importantly, this study directly represents the voice of students, asking how their choices were made and whether their choice was sufficiently &quot;informed.&quot; The student voice is contrasted with recent literature and data on measures of choice. Implications for policy and practice are explored, as are strategies for improving and broadening choice. The focus here is on examples from Victoria, the first state to initiate market reforms, by means of the Victorian Training Guarantee. [For the related reports, see &quot;Choosing VET: Investigating the VET Aspirations of School Students. NCVER Research Report&quot; (ED577593) and &quot;Choosing VET: Aspirations, Intentions and Choice&quot; (ED577595).]
Choosing VET: Aspirations, Intentions and Choice
Author: Hargreaves, Jo
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Student Attitudes,Student Participation,Foreign Countries,Educational Policy,Training,Geographic Location,Program Content,Educational Quality,School Schedules,Access to Information,Decision Making,Secondary Education,Postsecondary Education,Adult Education,Influences,Costs,Interviews,Relevance (Education),Mixed Methods Research,Surveys,Focus Groups,Participation,School Choice,Elementary School Students,Secondary School Students,Academic Aspiration,Teacher Role,School Role,Occupations

This summary brings together the findings from two research projects: &quot;Choosing VET: Investigating the VET Aspirations of School Students&quot; and &quot;In Their Words: Student Choice in Training Markets--Victorian Examples.&quot; The research investigated school students' post-school aspirations for vocational education and training (VET), the drivers influencing their thinking and behaviour, and awareness of vocational training options and career pathways, as well as how post-school choices are made in a competitive training market. Importantly, both studies directly capture the voice of students. Wider discussions also took place in school and VET communities--with parents, teachers and trainers. [For the related research projects, see &quot;Choosing VET: Investigating the VET Aspirations of School Students. NCVER Research Report&quot; (ED577593) and &quot;In Their Words: Student Choice in Training Markets--Victorian Examples. NCVER Research Report&quot; (ED577594).]
Workplace Training: Employer and Employee Perspectives
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Workplace Learning,On the Job Training,Employer Employee Relationship,Employer Attitudes,Employee Attitudes,Foreign Countries,Vocational Education,Job Skills,Supply and Demand,Employees,Employers

According to the 2016 Organisation for Economic Co-operation and Development (OECD) report, Education at a glance, much of the learning at work takes place through employer-supported training. Both employers and employees recognise the benefits of such training because skilling the workforce can lead to better jobs, greater firm competitiveness, and higher national productivity. Therefore, a better understanding of the factors of supply and demand for employer-supported training can help address inequalities in access and participation, as well as direct incentives or subsidies to such training. This research summary draws out the main findings of research by Chandra Shah (Monash University and Victoria University), published in two key reports: (1) &quot;Employer-Supported Training in Australia: Participation, Demand and Supply&quot;; and (2) &quot;Employers' Perspectives on Training: Three Industries.&quot; It focuses mainly on the first report in which Shah, using Australian data from the 2011-12 Survey of Adult Skills, investigates the factors of participation in training, and how these factors affect employees' demand for training and employers' willingness to provide training. [For related reports, see &quot;Employer-Supported Training in Australia: Participation, Demand and Supply. NCVER Technical Report&quot; (ED577689) and &quot;Employers' Perspectives on Training: Three Industries. NCVER Research Report&quot; (ED577694).]
Employer-Supported Training in Australia: Participation, Demand and Supply. NCVER Technical Report
Author: Shah, Chandra
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,On the Job Training,Employers,Supply and Demand,Probability,Predictor Variables,Workplace Learning,Employer Employee Relationship,Models,Vocational Education,Participation,Adult Education,Employees

This report provides an analysis of employer-supported training in Australia. Employer-supported training is the largest share of adult education and training in all Organisation for Economic Co-operation and Development (OECD) countries. It has benefits for individuals, firms, and society. Cross-country studies have shown a positive association between innovation and the proportion of firms in a country providing employer-supported training. Research has also shown that skills development complements the adoption of new technology and innovative human resource management practices to improve the productivity and competitiveness of firms. This study analyses data from the 2011-12 Survey of Adult Skills (PIAAC) for Australia to investigate which individual, labour force and firm characteristics are important in explaining participation in employer-supported training. However, participation is the equilibrium outcome between the supply (employers' willingness to supply training) and the demand (employees' willingness to train) and does not indicate whether the observed inequalities in participation amongst groups of employees is a result of employer behaviour or employee behaviour. Additional information in the PIAAC data on unmet demand for training (training that employees wanted to undertake but could not, mainly because of an unwillingness on the part of the employer to support it) allows researchers to extend the study to explain whether the observed inequalities in participation are related to supply or demand factors. This is important for policy on workforce development in that it helps in the more effective design of targeted programs to address inequalities in participation in training. The results show an unequal distribution of employer-supported training across different groups of employees. For instance, the observed lower participation in training among part-time employees is very much related to employers' reluctance to support their training and very little to do with part-time employees' willingness to train. Appendices are included. [For related reports, see &quot;Workplace Training: Employer and Employee Perspectives&quot; (ED577683) and &quot;Employers' Perspectives on Training: Three Industries. NCVER Research Report&quot; (ED577694).]