ethanporcaro/eric-fulltext-meta huggingface dataset:
The Power of Believing You Can Get Smarter: The Impact of a Growth-Mindset Intervention on Academic Achievement in Peru. Policy Research Working Paper 9141
Author: Outes-León, Ingo
Date: 2020-02-00
Type: Reports - Research
Subjects: Foreign Countries,Urban Schools,Secondary School Students,Intervention,Program Effectiveness,Intelligence,Metacognition,Cost Effectiveness,Self Efficacy,Disadvantaged Youth,Student Motivation,Academic Persistence,Academic Achievement

This paper evaluates the academic impact of a growth-mindset intervention on students starting the secondary level in public schools in urban Peru. ¡Expande tu Mente! is a 90-minute school session aimed at instilling the notion that a person's own intelligence is malleable. Students in schools randomly assigned to treatment showed a small improvement in math test scores and educational expectations, with a large and sustained impact in test scores among students outside the capital city. At a cost of $0.20 per pupil, ¡Expande tu Mente! was highly cost-effective. The results show the potential that brief growth-mindset interventions have for developing countries. [This paper is a product of the Poverty and Equity Global Practice.]
The Landscape of Early Childhood Education in Bangladesh. Report No: AUS0001357
Author: Bhatta, Saurav Dev
Date: 2020-02-12
Type: Reports - Research
Subjects: Foreign Countries,Early Childhood Education,Access to Education,Equal Education,Educational Quality,Governance,Educational Finance,Educational Policy,Attendance,Quality Assurance,Budgets,Expenditures,Enrollment Trends,Financial Support,Gender Differences,Age Differences,Socioeconomic Status,Geographic Regions,Disadvantaged Youth,Rural Urban Differences,Partnerships in Education,Private Financial Support,Information Dissemination

This report reviews the landscape of the early childhood education (ECE) system in Bangladesh, focusing on the following key aspects related to the provision of ECE services: (a) access and equity, (b) quality, (c) governance and management, and (d) financing. It is based primarily on a desk review of existing documents and literature on ECE, and quantitative analyses of existing survey data. The desk review focuses on policies, plans, and strategies; existing studies; and pertinent records related to ECE in Bangladesh. The quantitative analyses are based on data from two rounds of the Household Income and Expenditure Survey (HIES 2010, 2016-17); the Multiple Indicator Cluster Survey (MICS 2013); survey data from an ongoing impact evaluation of a small-scale ECE intervention in one district of the country; and administrative data from the Directorate of Primary Education (DPE). In addition, the study also uses some primary data collected using the World Bank's Systems Approach for Better Education Results (SABER) tool to analyze the governance and management status of ECE in Bangladesh.
The Impact of School Infrastructure on Learning: A Synthesis of the Evidence. International Development in Focus
Author: Barrett, Peter
Date: 2019-00-00
Type: Books
Subjects: Educational Research,Outcomes of Education,Access to Education,School Size,Class Size,Educational Technology,School Buildings,School Safety,Educational Environment,Health Conditions,Educational Facilities Design,School Space,Well Being,School Community Relationship,Holistic Approach,Educational Facilities Planning,Sustainable Development,Educational Policy,Learning Processes,Foreign Countries,Elementary Schools,Secondary Schools,School Schedules,Physical Environment,Developmentally Appropriate Practices,Educational Equity (Finance),Children,Educational Improvement

The aim of this report is to review current research studies on how school infrastructure affects children's learning outcomes and to identify key parameters that can inform the design, implementation, and supervision of future educational infrastructure projects. At the same time, this document also aims to identify areas where the evidence is currently less strong and where there is the potential for the further exploratory work. School infrastructure constitutes a large component of the World Bank's education investment projects. To ensure that investments in school infrastructure achieve the maximum positive impact on learning, this report suggests that a comprehensive set of questions needs answers: (1) Do all children actually have access to a place at school?; (2) Do the school buildings provide a safe and healthy environment?; (3) Are the existing learning spaces optimally designed for learning?; (4) Does the design of the school foster current pedagogy and community engagement?; and (5) How can the school infrastructure be designed to evolve sustainably over the longer term? This report brings together the key findings from studies of international practice as a first step towards finding optimal solutions to the issues raised by these questions and maximizing the benefits of school infrastructure.
State Options to Increase College Student Access to Public Benefits: Policies and Practices That Increase Student Success and Economic Security
Author: Center for Law and Social Policy (CLASP)
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: College Students,Welfare Services,State Policy,Family Programs,Federal Programs,Postsecondary Education,State Aid,Student Financial Aid,Nutrition,Low Income Students,Child Care,Health Insurance,Public Housing,State Programs,Coordination

This document discusses a range of policy and practice options that states can undertake to increase college student access to public benefits. The Center for Law and Social Policy, Inc. (CLASP) has leveraged its hands-on policy and cross-issue technical assistance expertise to identify these options. Many states have already implemented one or more options, often through embracing state flexibility under federal law. This document is intended to stimulate state discussion, research, planning, partnership building, and action. It also may be used to develop key messages to begin shifting the narrative from a deficit-based description of public benefit recipients to a focus on the importance of public benefits for college enrollment, success, and attainment. Each of the document's eight sections are discussed in relation to college student access to public benefits: (1) Cross-Program Access and Alignment; (2) Improvements to Postsecondary Education Policy, Funding, and Practice; (3) The Supplemental Nutrition Assistance Program (SNAP); (4) SNAP Employment &amp; Training (E&amp;T); (5) Temporary Assistance for Needy Families (TANF); (6) Child Care Assistance; (7) Free or Low-Cost Health Insurance; and (8) Housing Assistance. Combining policies and practices within each, and across, these sections may produce better outcomes.
Learning Environments and Learning Achievement in the Russian Federation: How School Infrastructure and Climate Affect Student Success. International Development in Focus
Author: Shmis, Tigran
Date: 2020-00-00
Type: Books
Subjects: Foreign Countries,Educational Environment,Teaching Methods,Space Utilization,Furniture,Educational Technology,Climate,Light,Acoustics,Leadership,School Culture,Student Attitudes,School Safety,Gender Differences,Student Motivation,Bullying,Student Characteristics,Cognitive Style,Socioeconomic Status,Academic Achievement,Elementary Secondary Education

This book presents the main findings of a study on school learning environments and student outcomes, which the World Bank conducted in 2019 in three regions of the Russian Federation. Using data collected through the [Organisation for Economic Co-operation and Development] OECD School User Survey and the pilot &quot;Trends in Mathematics and Science Study&quot; (TIMSS), the book analyzes how a school's infrastructure and learning environment may affect the progress and success of students in math and science. It also delves into teaching practices, analyzing their impact on learning and highlighting the important nexus between learning environments and teaching methods. The book concludes by recommending areas in which focused attention by educational authorities could improve educational policy and help maintain high-quality learning environments. The book will be useful for educators, school principals, architects, and policy makers who are involved in school infrastructure projects and are interested in increasing their knowledge of school design planning.
Transitions from School to Work. UNICEF Technical Note
Author: Wilson-Clark, Gemma
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Youth Employment,Barriers,Skill Development,Job Skills,Evidence Based Practice,Program Implementation,Program Design,Program Evaluation,Access to Education,Program Development,Cooperation,Late Adolescents,International Organizations,Organizational Objectives

Young people face particular disadvantage finding employment, compared to older workers. This includes a lack of labour market and job-search information and experience, as well as a mismatch between youth aspirations and labour market realities, with limited job led growth. The purpose of this paper is to provide guidance on how the United Nations Children's Fund (UNICEF) can support government and partners to support adolescents to make a smooth transition from school to decent work. Skills development is a necessary, but not sufficient, component of such programming. Specifically, this Technical Note provides advice on: (1) Barriers for young people in accessing and developing skills for work and making the transition to decent work; (2) Programming principles to guide the design of UNICEF programming in the school to work transition area; (3) Evidence-based strategies for smoothing the transition from school to work with a focus on improving the work outcomes for older adolescents and young people; (4) Tools and resources for developing programs and partnerships, including working with other UN agencies, to ensure continuity of services as the most vulnerable young people transition from childhood into adulthood; and (5) Case studies of UNICEF programs that have improved the skills and/or work outcomes of older adolescents. [This note was produced by the UNICEF Education Section. ING on the Power for Youth Programme provided funding which made development of this note possible.]
UNICEF Strategic Plan, 2018-2021. Executive Summary
Author: United Nations Children's Fund (UNICEF)
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Nonprofit Organizations,Child Welfare,Child Health,Low Income,Developing Nations,Child Safety,Environment,Equal Education,Basic Skills,Achievement,Sex Fairness,Social Values,Programs,Cultural Relevance,Advocacy,Elementary Education

This summary of the &quot;UNICEF Strategic Plan, 2018-2021&quot; highlights the organization's key goals and activities, setting out the concrete results that UNICEF aims to achieve for children with its partners over a four-year period. The summary also outlines the organizational change strategies and enablers envisioned by the Strategic Plan to achieve those results, charting a course towards the attainment of the 2030 Sustainable Development Goals and a better future for every child. [For the full report, see ED608930.]
Promises and Perils of Assessing Character and Social and Emotional Learning
Author: McKown, Clark
Date: 2017-00-00
Type: Journal Articles
Subjects: Personality,Social Development,Emotional Development,Standards,Measurement,Values Education,Evaluation Methods

Dr. Card's article provides useful and clear standards for determining what good measurement is, identifies important problems in the measurement of constructs important to character education, and provides clear guidance about measurement development. In this article, I raise 4 points that build on Dr. Card's work. First, advancing assessment in character education requires a vigorous pursuit of conceptual clarity. Second, the field will benefit from efforts specifically to create assessments designed for practice, and those efforts should include consideration of how assessment data are interpreted and used. Third, I highlight the importance in practice of being clear about the purposes for assessing character. And finally, I argue that the method of assessment is a critical but underappreciated consideration, because different methods of assessment are suited to measuring different dimensions of character. The article provides examples from the field of social and emotional learning that are relevant to the adjacent field of character education. [This article was published in &quot;Journal of Character Education&quot; (EJ1171567).]
Global Framework on Transferable Skills
Author: United Nations Children's Fund (UNICEF)
Date: 2019-11-00
Type: Guides - General
Subjects: Global Approach,Guidelines,Transfer of Training,Strategic Planning,Educational Strategies,Skill Development,Community Education,Informal Education,International Organizations,Civil Rights,Educational Quality,Foreign Countries,Case Studies,Program Descriptions,Peace,Educational Change,Curriculum Development,Labor Market,After School Programs,Capacity Building,Partnerships in Education,Elementary Secondary Education,Sex Fairness,Access to Education,Equal Education,Teacher Education,Emotional Development,Employment Opportunities,Cognitive Development,21st Century Skills,Nonformal Education

&quot;The Global Framework on Transferable Skills&quot; has been developed to support UNICEF in delivering on the results of its &quot;Strategic Plan 2018-2021&quot; and &quot;Every Child Learns: UNICEF Education Strategy 2019-2030,&quot; and provides a shared vision of work on skills development across UNICEF. The Framework guides UNICEF country offices, policymakers, programmers and educators to embed transferable skills within different education and learning systems, resulting in the systematic development of a breadth of transferable skills, at scale, across the life course and through multiple learning pathways: formal, non-formal and community based. [For &quot;UNICEF Strategic Plan, 2018-2021,&quot; see ED608930. For &quot;Every Child Learns: UNICEF Education Strategy 2019-2030,&quot; see ED599626.]
Challenges and Opportunities in the Applied Assessment of Student Social and Emotional Learning
Author: McKown, Clark
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Interpersonal Competence,Faculty Development,Communities of Practice,Cultural Context,Evaluation Methods

Interest in school-based strategies to support student social and emotional learning (SEL) is strong. Although SEL policies and programs designed to support the development of student competencies have advanced significantly, less work has been done to develop methods of assessing student social and emotional competence. This article briefly reviews developments in the field of social and emotional competence assessment and examines challenges and opportunities in their applied use, including (a) balancing the priorities of assessment developers and educators; (b) ensuring that the inferences and decisions made from SEL assessment scores are supported by evidence of the assessment's psychometric merit; (c) establishing conditions for SEL assessment and data use that maximize benefit while mitigating risks; (d) coordinating standards, assessment, programs, and professional learning; and (e) balancing highly focused assessments that by design do not vary in content or format, and the varied cultural contexts in which they may be used. [This article was published in &quot;Educational Psychologist&quot; (EJ1224532).]
Transforming Education Outcomes in Africa: Learning from Togo
Author: Hoogeveen, Johannes, Ed.
Date: 2019-00-00
Type: Books
Subjects: Educational Change,Outcomes of Education,School Administration,Enrollment Trends,Educational Attainment,Efficiency,Educational Resources,Educational Improvement,Teacher Qualifications,School Community Relationship,Developing Nations,Foreign Countries,Teacher Competencies,Educational Policy,Educational Quality,Elementary Secondary Education,Access to Education

Good education changes lives. It is therefore unsurprising that improved schooling plays a central part in most development strategies. At the same time, the expansion of school attainment alone is not sufficient to guarantee improved welfare. This open access book focuses on one country in West Africa, Togo, to explore what a country that has successfully increased enrollment rates can do to enhance learning outcomes. The authors explore different avenues for improvement, including enhancing the efficiency with which resources are used; increasing the qualifications of teachers; and through greater community involvement in school management. There is scope for improvement along all these dimensions, yet changes at the margin are insufficient to bring about the transformation needed to bring about acceptable levels of learning. Important reading for anyone interested in understanding the pathways to improving the education system in Togo and other developing countries. [The book is published by Palgrave Macmillan.]
Political Economy of Education in Lebanon: Research for Results Program. International Development in Focus
Author: Abdul-Hamid, Husein
Date: 2020-00-00
Type: Books
Subjects: Foreign Countries,Educational Policy,Politics of Education,Educational History,Educational Change,Private Schools,Sustainability,Goal Orientation,Strategic Planning,Community Attitudes,Educational Quality,Access to Education,Refugees,Curriculum,Outcomes of Education,Faculty Workload,Equal Education

Education is a source of national pride in Lebanon. When the general public was asked how the education system was performing, 76 percent of respondents had a positive opinion; and these satisfaction rates have been consistently high over the years. However, perception of education quality does not reflect the reality of the sector; and learning outcomes, which are the determining metrics of success in education, have been lower than the international average, with a declining trend since 2007. This volume seeks to uncover why the education system in Lebanon is not reaching its full potential. It uses a political economy approach to study the drivers and factors that guide education operations to produce and utilize education outcomes. This includes the study of the context, stakeholders, and processes that shape education policies, institutions, and activities. It also aims to identify enablers and constraints for policy change, policy implementation, and results achievement. The analysis encompasses how education policies are developed; how education consumables--such as curricula, textbooks, and learning materials--are produced, distributed, and used by learners; how education services are delivered and monitored; and how results are measured. It includes the identification of the most influential actors in the education arena, as well as their vested interests. It also examines unfavorable frameworks for action that are likely to block the adoption of reforms and delay or derail their implementation. The system-level analysis presented in this volume used a mixed-method approach. Qualitative and quantitative analyses were conducted based on a review and analysis of more than 1,900 research papers, articles, and books; laws and policies; expenditures; trends; and enrollment and outcome indicators. Primary methods of inquiry were also used and included interviews, focus group discussions, and a household-based perception survey. [The studies under Research for Results (R4R) were made possible through generous financial contributions from the United Kingdom's Department for International Development (DFID) and the United States Agency for International Development (USAID).]
Supporting Community College Students from Start to Degree Completion: Long-Term Evidence from a Randomized Trial of CUNY&apos;s ASAP
Author: Weiss, Michael J.
Date: 2019-07-00
Type: Journal Articles
Subjects: Two Year College Students,Community Colleges,Graduation Rate,Acceleration (Education),Urban Schools,Low Income Students,Program Effectiveness,Remedial Instruction,Academic Advising,Career Counseling,Tutoring,Student Financial Aid,Transportation,Textbooks,Barriers,Success,Student Personnel Services,Enrollment Trends,College Credits,Academic Degrees,College Transfer Students,Wages,Outcomes of Education

Nationwide, graduation rates at community colleges are discouragingly low. This randomized experiment provides evidence that graduation rates can be increased dramatically. The City University of New York's (CUNY) Accelerated Study in Associate Programs (ASAP) is a comprehensive, integrated, 3-year program that has an estimated 18 percentage point effect on 3-year graduation rates, increases 6-year graduation rates by an estimated 10 percentage points, and helps students graduate more quickly. Graduation effect estimates of this magnitude are exceptional in randomized experiments conducted in higher education, offering hope of what is possible when serving low-income students.
Racial and Ethnic Differences in the Prevalence of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities among U.S. Children Aged 3-17 Years. NCHS Data Brief. No. 358
Author: Zablotsky, Benjamin
Date: 2020-03-00
Type: Numerical/Quantitative Data
Subjects: Racial Differences,Ethnicity,Incidence,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Children,Adolescents,Whites,Hispanic Americans,African Americans,Age Differences,Clinical Diagnosis,Socioeconomic Status,Poverty,Parent Background,Educational Attainment

Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities are the most commonly diagnosed neurodevelopmental disorders in children and often coexist. Previous research has suggested that the prevalence of these conditions may differ by race and Hispanic origin. Using timely, nationally representative data, this report examines the reported prevalence of ADHD and learning disabilities by race and ethnicity and select demographic characteristics that are associated with the diagnosis of these conditions.
Artificial Intelligence and Its Scope in Different Areas with Special Reference to the Field of Education
Author: Verma, Mudit
Date: 2018-01-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Technology,Technology Uses in Education,Computer Software,Feedback (Response),Teaching Methods,Teacher Role,Robotics,Heuristics

In the future, intelligent machines will replace or enhance human capabilities in many areas. Artificial intelligence is the intelligence exhibited by machines or software. It is the subfield of computer science. Artificial intelligence is becoming a popular field in computer science as it has enhanced the human life in many areas. Artificial intelligence in the last two decades has greatly improved performance of the manufacturing, service sector and so in the field of education. Study in the field of artificial intelligence has given rise to the rapidly growing technology known as expert system. Application areas of artificial intelligence is heaving a huge impact on various fields of life as expert system is widely used in these days to solve the complex problems in various areas as education, engineering, business, medicine, weather forecasting etc. The areas employing the technology of artificial intelligence have seen an increase in the quality and efficiency. This paper gives an overview of this technology and the scope of artificial intelligence in different areas with special reference to the use of this technology in the field of education along with its meaning, searching techniques, inventions and future.