ethanporcaro/eric-fulltext-meta huggingface dataset:
Forum Guide to Discipline Data. NFES 2023050
Author: National Forum on Education Statistics (ED/IES)
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: Discipline,Data Collection,Data Analysis,School Districts,State Departments of Education,Accuracy,Federal Government,Reports,Public Agencies,Data Use,Educational Policy,Policy Formation,Decision Making,Outcomes of Education,Equal Education,Elementary Secondary Education,Case Studies,Compliance (Legal),Best Practices,Discipline Policy

This guide is designed for use by school, district, and state education agency staff to improve the effectiveness of efforts to collect and use discipline data, including reporting accurate and timely data to the federal government. It explains the importance of collecting discipline data, identifies key considerations for agencies implementing and managing a discipline data system, and discusses how discipline data can be used and reported effectively. Case studies provide examples of successful practices used in local education agencies (LEAs) and state education agencies (SEAs). One goal of the Forum is to improve the quality of education data gathered for use by policymakers and program decision makers. An approach to furthering this goal has been to pool the collective experiences of Forum members to produce &quot;best practice&quot; guides in areas of high interest to those who collect, maintain, and use data about elementary and secondary education. The accurate, consistent, and timely collection and reporting of discipline data by schools, districts, and SEAs is one of those high-interest areas. This guide reflects the judgment of experienced data managers. There is no mandate to follow these principles. The authors hope that the contents are a useful reference to others in their work.
Forum Guide to Understanding the School Courses for the Exchange of Data (SCED) Classification System. NFES 2023-087
Author: National Forum on Education Statistics (ED/IES)
Date: 2023-07-00
Type: Guides - General
Subjects: Courses,Classification,Coding,Data,Best Practices,Program Implementation,Elementary Education,Secondary Education,Data Use

This forum guide was developed to meet the need for common, widely understood, standardized course codes. The purpose of this guide is to introduce the voluntary School Courses for the Exchange of Data (SCED) classification system, including information on the structure of SCED codes, the process for ensuring that SCED remains up to date and accurate, and the benefits of SCED use. The guide is intended for both new and existing SCED users and contains best practices for implementing and expanding the use of SCED. This guide is intended to address the needs of SCED users by providing: (1) an overview of the SCED development process; (2) a framework for coding elementary through high school courses; and (3) best practices for SCED implementation and use.
Centering Students in Equitable Admission Practices
Author: National Association for College Admission Counseling (NACAC)
Date: 2023-00-00
Type: Reports - Research
Subjects: Equal Education,College Admission,Student Attitudes,Learner Engagement,Participative Decision Making,School Policy,Admission Criteria,Student Financial Aid,Student Recruitment,Paying for College,Governance

The admission process for many postsecondary institutions was not fundamentally designed to promote equity. It was especially not designed to put students' needs at the center of the process, let alone to give them decision-making power in institutional policies and practices. However, the year 2020--punctuated by a racial reckoning and global pandemic--presented the industry with the opportunity to radically reorganize its values and structure. This flashpoint served as the impetus for the creation of the joint National Association for College Admission Counseling/National Association of Student Financial Aid Administrators (NACAC/NASFAA) publication &quot;Toward a More Equitable Future for Postsecondary Access&quot; (ED618930) in 2022. The report includes multiple recommendations on how colleges and universities can restructure their core policies, systems, and structures to be more equitable for historically underrepresented populations. One of the recommendations for institutions was to ensure that student voices were centered in decision-making processes. To operationalize this recommendation, NACAC created the Centering Students in the Creation of Equitable Admission Practices ad hoc committee. The committee, which included both professional and student members, was charged with creating a model for student engagement and a framework to assist institutions and NACAC in identifying opportunities for student engagement in service to equity in admission policy and practice which is included in this report. [Dax-Dev and the American Youth Policy Forum partnered with NACAC on this project.]
Classroom-Based STEM Assessment: Contemporary Issues and Perspectives
Author: Harris, Christopher J.
Date: 2023-08-00
Type: Reports - Research
Subjects: Student Evaluation,STEM Education,Educational Practices,Educational Trends,Educational Objectives,Alignment (Education),Learning Trajectories,Learning Theories,Equal Education,Social Justice,Transformative Learning,Formative Evaluation,Assessment Literacy,Technology Uses in Education,Educational Games,Computer Simulation,Affordances

This report is focused on what research and practice indicate about how assessment impacts the teaching and learning of STEM subject matter in K-12 classrooms. The intent is to take stock of what is currently known as well as what needs to be known to make classroom assessment in STEM maximally beneficial for the instructional practices of teachers and the learning outcomes of students. The volume draws inspiration from the cumulative body of research on STEM education that has accrued over the last two decades. The major sections in this report, individually and collectively, focus on critical issues regarding assessment integration and use at the classroom level. [For the executive summary, see ED631657. For the recommendations, see ED631658.]
Classroom-Based STEM Assessment: Contemporary Issues and Perspectives. Executive Summary
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: Student Evaluation,STEM Education,Educational Practices,Educational Trends,Educational Objectives,Alignment (Education),Learning Trajectories,Learning Theories,Equal Education,Social Justice,Transformative Learning,Formative Evaluation,Assessment Literacy,Technology Uses in Education,Educational Games,Computer Simulation,Affordances

This is the executive summary for the full report, &quot;Classroom-Based STEM Assessment: Contemporary Issues and Perspectives.&quot; This report is focused on what research and practice indicate about how assessment impacts the teaching and learning of STEM subject matter in K-12 classrooms. The intent is to take stock of what is currently known as well as what needs to be known to make classroom assessment in STEM maximally beneficial for the instructional practices of teachers and the learning outcomes of students. The volume draws inspiration from the cumulative body of research on STEM education that has accrued over the last two decades. The major sections in this report, individually and collectively, focus on critical issues regarding assessment integration and use at the classroom level. [For the full report, see ED631656. For the recommendations, see ED631658.]
Classroom-Based STEM Assessment: Contemporary Issues and Perspectives. Recommendations
Author: Harris, Christopher J.
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: Student Evaluation,STEM Education,Educational Trends,Equal Education,Evaluation Methods,Technology Uses in Education,Artificial Intelligence,Social Justice,Learning Trajectories,Formative Evaluation,Decision Making,Assessment Literacy,Evidence Based Practice,Educational Research,Holistic Approach,Program Design

Major developments over the past two decades in STEM education and classroom assessment provide a compelling argument for shifting the focus of assessment toward the classroom where its most powerful benefits can be realized. The increased emphasis on diversity, equity, and inclusion in education puts increased scrutiny on assessment practices and points to the need for more proximal approaches that are contextualized in the places where students learn and are sensitive to individual differences. Similarly, emergent technologies, especially those centered on artificial intelligence (AI) technologies, are providing potent tools for teachers to use in classrooms to assist with assessment that can guide more individualized instruction. In this arena too, there is a pressing need to build more equitable and socially just technology-based assessment systems. As a classroom-based activity necessarily impacted by both calls for increased attention to equity and justice and powerful, emerging technologies, the need for substantive professional development is once again brought to the forefront. The recommendations in this report are based on the findings and analysis presented in the full report &quot;Classroom-Based STEM Assessment: Contemporary Issues and Perspectives.&quot; [For the full report, see ED631656. For the executive summary, see ED631657.]
Integrating Multimodal Approaches in English Language Teaching for Inclusive Education: A Pedagogical Exploration
Author: Anis, Muneeba
Date: 2023-00-00
Type: Journal Articles
Subjects: Inclusion,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Interdisciplinary Approach,Multimedia Instruction,Student Diversity,Creative Activities,Visual Aids,Barriers,Case Studies,Educational Technology,Feedback (Response),Outcomes of Education

This research article examines the potential of multimodal techniques in promoting inclusive practices in the English language classroom, delving into the multidisciplinary fields of English Language Teaching (ELT) and inclusive education. This study intends to investigate how multimodal resources, such as visual aids, technology, and creative activities, may be effectively integrated to meet the various learning needs of students using a pedagogical lens. This paper examines the theoretical underpinnings and practical implications of using multimodal approaches in ELT settings, shedding light on their potential to promote inclusivity, engagement, and language acquisition among learners with diverse abilities and backgrounds. It does this through a thorough literature review and analysis of pedagogical frameworks.
2020 Minnesota K-12 Academic Standards in English Language Arts (ELA)
Author: Minnesota Department of Education
Date: 2023-08-00
Type: Guides - Classroom - Teacher
Subjects: Elementary Secondary Education,Academic Standards,State Standards,Language Arts,English Instruction,Reading Skills,Writing Skills,Communication Skills,Cooperation

The Minnesota K-12 Academic Standards in English Language Arts (ELA) represent the work of the ELA Standards Review Committee, who, during the 2019-2020 school year, reviewed the 2010 Minnesota K-12 Academic Standards in English Language Arts, other states' recently revised standards, current academic research, K-12 instructional best practices and public feedback. This review process followed the guidelines in Minnesota Statutes 2022, section 120B.021, subdivision 4e. Minnesota Statutes, section 120B.021, requires that there be statements of standards and benchmarks. Anchor Standards are a summary description of student learning. The kindergarten through grade 12 benchmarks identify the &quot;specific knowledge or skill that a student must master to complete part of an academic standard by the end of the grade level or grade band&quot; (Minnesota Statutes 2022, section 120B.018). The standards and benchmarks should be aligned with the knowledge and skills needed for career and college readiness. The organization and structure of the standards communicates how ELA education is conceptualized for Minnesota students. The standards are organized into three strands: (1) Reading; (2) Writing; (3) Listening, Speaking, Viewing and Exchanging Ideas. Each anchor standard fits into a strand. There are 20 anchor standards that are consistent across kindergarten through grade 12. Each standard will have one to four benchmarks that are grade-level specific. The benchmarks are placed at the end of the grade level where mastery is expected with the recognition that a progression of learning experiences in earlier grades builds the foundation for mastery later on. [This official standards document contains the ELA standards revised in 2020 and put into rule effective July 3, 2023.]
English Learner Education in Minnesota. 2021-22 Report
Author: Minnesota Department of Education
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Student Characteristics,Academic Achievement,State Regulation,Educational Finance,School Districts,Instructional Effectiveness,Program Implementation,State Aid,Federal Aid,Immigrants,Migrants,Refugees,Homeless People,Special Education,Evaluation,Language Proficiency,Graduation Rate

The Minnesota Department of Education (MDE) ensures educational equity for multilingual learners through supporting school districts and charter schools to develop, implement and evaluate research-based language instruction education programs so that multilingual learners, including students with English learner status, attain academic language proficiency and achieve state academic content standards. This report contains information regarding English learner demographics and achievement. In addition to including statutory and regulatory references pertaining to English learners, it also reports on available funding. It describes the Minnesota Department of Education's (MDE) support of local education agencies (LEAs) in implementing effective language instruction educational programs to ensure ELs are able to reach their academic potential. Additionally, it reports information about state and federal funds available to support ELs in Minnesota. [For the 2020-21 Report, see ED618992.]
The Association of the Home Literacy Environment and Parental Reading Beliefs with Oral Language Growth Trajectories of Spanish-English Bilingual Children
Author: Yeomans-Maldonado, Gloria
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Family Environment,English (Second Language),Spanish,Second Language Learning,Parent Attitudes,Reading Attitudes,Kindergarten,Elementary School Students,Grade 1,Grade 2,Grade 3,Bilingualism,Family Literacy,Reading Habits,Reading Materials,Libraries,Vocabulary Skills,Language Tests,Intelligence Tests,Verbal Ability,Vocabulary,Prediction,Reading Comprehension

Purpose: This study examines the extent to which the Home Literacy Environment (HLE) as measured by reading habits and resources, library use, and subscriptions or materials, as well as parental reading beliefs predict both language skills (i.e., vocabulary) at kindergarten and students' trajectories of growth from kindergarten (K) to grade 3 (G3). Method: The sample included 259 Spanish-English bilingual children and their parents living in Arizona. We measured HLE and parental reading beliefs with a questionnaire administered to parents during the kindergarten year. Children completed measures of English and bilingual Spanish-English vocabulary in grades K to G3. Results: Findings indicated that library use and reading habits and resources predicted skills at kindergarten, but not growth. Across all language outcomes, library use was the consistent factor associated with skills in kindergarten. Conclusion: Given that HLE was associated with variability in children's vocabulary skills at kindergarten but not with vocabulary growth, this suggests that timely HLE supports are essential. Supports around library use show promise, given their significant associations with vocabulary skills in Spanish-English bilingual children. [This paper was prepared by the Task Force of the Language and Reading Research Consortium (LARRC) consisting of Gloria Yeomans-Maldonado (Convener), Carol Mesa, Ann A. O'Connell, and Laida Restrepo.]
NOAA Education Accomplishments Report: Advancing NOAA&apos;s Mission through Education, Fiscal Year 2019
Author: National Oceanic and Atmospheric Administration (NOAA) (DOC)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Science Education,Science and Society,Oceanography,Climate,Ecology,Natural Resources,Faculty Development,Experiential Learning,Conservation (Environment),Educational Technology,Volunteers,Weather,Web Sites,Environmental Education,Student Projects,Science Projects,Satellites (Aerospace),Scientists,Science Laboratories,Internship Programs,Work Experience Programs,Partnerships in Education,Minority Serving Institutions,STEM Education,Diversity,Inclusion,Social Justice,Meteorology,Elementary Secondary Education,College Students

This guiding document outlines five goals and supporting objectives that help advance National Oceanic and Atmospheric Administration's (NOAA's) mission through education: (1) Science-Informed Society; (2) Conservation and Stewardship; (3) Safety and Preparedness; (4) Future Workforce; (5) Organizational Excellence. In this report, NOAA introduces the reader to students whose restoration project saved their shoreline from a hurricane, a meteorology class that learned the art of high-stakes weather forecasting, and an educator from South Dakota who brought his students to a NOAA lab in Mississippi so they could see the ocean for the first time. The stories shared in this report show how today's youth are emerging as the next generation of problem-solvers. Educators and partners empower students to take action and make changes in their schools and communities, whether convincing school administrators to rethink cafeteria waste or educating their communities about climate change. Across these different projects, the reader can see how students gather data, challenge norms, and take the initiative to address environmental problems that they see around them in the places and spaces they care about.
Synergizing Thai Higher Education with Macro-Marketing and Circular Economy Principles: A Paradigm Shift in Marketing Education for Sustainable Societal Progress
Author: Kamkankaew, Pongsisi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Marketing,Business Administration Education,Sustainability,Economics,Curriculum Development,Social Responsibility

Background and Aim: Thailand's government is integrating macro-marketing and circular economy principles into marketing education to address urbanization, resource depletion, and sustainable development goals. This review academic article explores the benefits of integrating macro marketing principles and circular economy concepts into Thai higher education's marketing education system, identifies gaps, and proposes strategies to enhance the capacity for producing socially responsible and environmentally conscious marketing professionals. Materials and Methods: In pursuit of these objectives, the academic article delves into a comprehensive analysis of academic databases, research articles, case studies, and best practices from around the world, aiming to establish a foundation for the integration of macro-marketing and circular economy principles into the Thai marketing education system. Results: This academic article found that Thai higher education institutions must integrate macro-marketing and circular economy principles through strategic collaboration and innovation. This comprehensive system aims to produce skilled marketers, ethical decision-makers, and responsible global citizens. Strategies include curriculum redesign, faculty development, industry collaboration, and experiential learning. Conclusion: The Thai marketing education system incorporates macro-marketing and circular economy principles, preparing students for sustainable business practices and societal challenges. This holistic approach fosters collaboration, interactive learning, and a culture of social responsibility.
Professional Judgment in Eligibility Determination and Need Analysis. Practical Information for Student Aid Professionals. NASFAA Monograph
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2023-08-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Need Analysis (Student Financial Aid),Evaluative Thinking,Expertise,Guidelines,Eligibility,Federal Aid,Financial Aid Applicants

For years, financial aid administrators and others have debated the nature and structure of need analysis. As it developed, need analysis was based on commonly accepted definitions and basic principles of economics. Beyond the fundamentals of need analysis, there also developed expertise about exercising professional judgment (PJ) in reviewing and, if necessary, adjusting the value of the data elements used in need analysis. This expertise about discretionary decisions has been shared formally in organized meetings and informally in day-to-day conversations. This publication discusses various ways of exercising PJ. It is not intended to be all-inclusive, but to provide financial aid administrators with guidelines or suggested alternatives that may be exercised in determining eligibility for federal financial aid and in analyzing a family's reasonable ability to provide for postsecondary educational expenses. Not all aid administrators will agree with every adjustment example cited in this Monograph. Instead, this publication is intended to provide a foundation on which financial aid administrators may develop good practices and consistent treatment of aid applicants at their individual institutions while simultaneously taking into consideration fluctuations in our economy or uncontrollable changes in family households. This monograph is the ninth, revised edition of a NASFAA publication that first appeared in 1983. It is a part of NASFAA's continuing effort to assist financial aid administrators in fulfilling their professional responsibilities. Most recently NASFAA staff revised the Monograph in 2023 in response to the phased implementation of the FAFSA Simplification Act, which was enacted into law as part of the Consolidated Appropriations Act, 2021. This revised version includes provisions that became effective for the 2023-24 award year. It will be updated in the future to capture the remaining FAFSA Simplification provisions which become effective for the 2024-25 award year.
Implementing a Didactic Strategy for Teaching Recyclable Plastic Polymers in High School Education
Author: Obaya-Valdivia, A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Recycling,Plastics,High School Students,Teaching Methods,Cooperative Learning,Science Education,Conservation (Environment),Foreign Countries,Knowledge Level,Program Effectiveness

This study presents the design and application of a didactic sequence aimed at enhancing high school students understanding of recyclable plastic polymers. The proposed teaching strategy incorporates cooperative learning activities to identify different types of plastics, particularly recyclable ones. The goal is to increase student's scientific knowledge, enabling them to make informed decisions to mitigate environmental pollution caused by plastic waste. The study also addresses the research question: How can I recycle plastic materials in my everyday life to avoid contributing to environmental pollution?