ethanporcaro/eric-fulltext-meta huggingface dataset:
How Governors Scale High-Quality Youth Apprenticeship. White Paper
Author: Baddour, Kristin
Date: 2020-01-14
Type: Reports - Evaluative
Subjects: Apprenticeships,Youth Programs,State Officials,Role,Financial Support,State Policy,High School Students,Resource Allocation,Educational Finance

The outlook for high school graduates who have no postsecondary or industry-recognized credentials can appear bleak. Today, it is critical that young people obtain at least some training beyond high school to succeed in the job market. States bear a cost, too, when this is not achieved: They have a less skilled workforce to attract business investment and must allocate limited federal and state resources to more social services for their unemployed and underemployed youth. That is why governors are considering youth apprenticeship to connect more young people to career paths at an earlier age, while at the same time filling businesses' unmet workforce needs. Youth apprenticeship offers paid, hands-on work experience and related classroom instruction that result in postsecondary or industry-recognized credentials. Youth apprenticeship programs often remain underused, especially in high-growth, white-collar industries, but governors are exploring ways to guide development and expansion of these programs. This white paper explores three strategies that governors can use to expand youth apprenticeship: (1) Act as a public champion by setting a statewide vision and convening stakeholders to collaboratively implement that vision; (2) Allocate and use dedicated funding to start and expand programs that support youth apprentices and guide them through their career pathways; and (3) Implement policies that provide long-term support for high-quality youth apprenticeship programs. The governors of Colorado, Kentucky, Maryland and North Carolina have used these strategies to successfully develop and expand youth apprenticeship in their states. These states are highlighted in the case studies presented in this paper, which offer insights to inform other governors' efforts to expand youth apprenticeship and further connect high school education to workforce preparation and high-quality employment opportunities.
Improving Life Chances and Empowering Communities. Community Learning and Development in Scotland: Findings from Inspection Evidence 2016-19
Author: Education Scotland
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Community Education,Community Development,Guidance,Municipalities,Foreign Countries,Place Based Education,Legislation,Inspection,Leadership Effectiveness,Governance,Educational Quality,Program Evaluation,Educational Improvement,Strategic Planning,Faculty Development,Rating Scales,Community Programs

HM Inspectors evaluate and report on the quality of community learning and development (CLD) in line with &quot;The Requirements for Community Learning and Development (Scotland) Regulations 2013: Guidance for Local Authorities.&quot; The guidance refers to the legislative and policy areas for local authorities that impact on the planning and provision of CLD. This includes responsibilities for Community Planning under the Local Government (Scotland) Act 2003. From September 2016 to June 2019, HM Inspectors of Education carried out inspections of community learning and development (CLD) provision in all 32 local authorities, using a model of scrutiny comprising two phases: (1) a strategic phase which evaluated the leadership and governance of CLD across the local authority and with its community planning partners; and (2) a 'place-based' phase which focused on the quality of CLD provision and delivery in a local context. This report summarises the main findings following completion of the scrutiny programme of local authority CLD services and their partners. It contains the professional view of HM Inspectors on what is working well, as well as important areas for further development. The report is intended to help local authorities, local and national CLD providers, policy makers and CLD partners reflect on their practice and to engage in professional dialogue in order to bring about further improvements to CLD provision.
Transition Planning: A Guide for Advocates. Second Edition
Author: Fine, Cindy
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Transitional Programs,Planning,Students with Disabilities,High School Students,Student Needs,Postsecondary Education,Goal Orientation,Inclusion,Mainstreaming,Graduation,Government Role,Public Agencies,Adults,Student Rights,Individualized Transition Plans,Measurement Techniques,Educational Legislation,Equal Education,Federal Legislation,Performance,Parent Rights,Compliance (Legal),State Government,Vocational Rehabilitation,Court Litigation,Civil Rights Legislation

The information provided in this guide helps explain the laws affecting the rights of students with disabilities in transition planning cases in New Jersey. Sections include: (1) What Does &quot;Transition&quot; Mean for High School Students with Disabilities? (2) When Must Transition Planning and Transition Services Begin? (3) What Is the Significance of a Student Turning Age 18? (4) What Is a Transition Plan? (5) How Are &quot;Appropriate Measurable Postsecondary Goals&quot; Developed? (6) What Are Transition Services? (7) How Is Transition-Related Progress Measured? (8) Must Transition Services Be Provided in the Least Restrictive Environment? (9) Where Can I Find Some Good Examples of Transition Plans? (10) How Does Transition Planning Impact the Timing of Graduation? (11) What Is a &quot;Summary of Performance&quot;? (12) What Can I Do If I Am Not Satisfied with the School District's Provision of Transition Planning and Services? (13) Outside of School Districts, Which Governmental Agencies Play a Role During the Transition Period? (14) What Steps Should Be Taken to Ensure That Students Requiring Significant Support in Adult Life Receive Needed DDD (Division of Developmental Disabilities) Services after Graduation? (15) What Can I Do If I Am Not Satisfied with the Services and Support Provided by DDD, DVRS (Division of Vocational Rehabilitation Services), and/or CBVI (Commission for the Blind and Visually Impaired)? and (16) What Laws Assist Individuals with Disabilities after High School Graduation? [This manual, originally written by Skadden fellow Jenna L. Statfeld and published in 2011, was revised, updated, and expanded for Education Law Center by Cindy Fine.]
School Discipline in New Jersey: A Toolkit for Students, Families, and Advocates
Author: Baron, Shira
Date: 2018-00-00
Type: Guides - General
Subjects: Discipline,Student Rights,State Legislation,Suspension,Disproportionate Representation,Expulsion,Student Behavior,Students with Disabilities,Public Schools,Urban Schools,School Policy,Conflict Resolution,Positive Behavior Supports,Hearings,Check Lists

All students and their families should know their rights, whether or not they seek to challenge a disciplinary decision. Well-informed students, families, educators and community stakeholders can use this information to advocate for fair disciplinary practices in their school and district. This booklet is based on New Jersey state law. While an individual school's code of conduct can give a student more rights than state law, it cannot give them fewer than it. The toolkit has internet links that students and their families can use to improve their school's approach to discipline, get connected to other families and organizations working on changing school discipline, and get more information about protecting their rights.
Apprenticeships Evaluation 2015 - Learners
Author: Department for Education (DfE) (United Kingdom)
Date: 2016-10-00
Type: Reports - Research
Subjects: Apprenticeships,Gender Differences,Age Differences,Ethnicity,Racial Differences,Recruitment,Employment Level,Knowledge Level,Decision Making,Motivation,Wages,Training,Satisfaction,Skill Development,Job Skills,Educational Quality,Experiential Learning,Standards,Mathematics Skills,English,Language Skills,Foreign Countries,Postsecondary Education,Persistence,Employees,Job Training,Disabilities

This report presents the findings of the Apprenticeship Evaluation Learner Survey 2015. The evaluation, consisted of quantitative interviews with 5,000 Level 2 and 3 apprentices, as well as 800 higher apprentices, to explore their views of their apprenticeship. This research covered both current apprentices at the time of survey, and recent completers (those that had completed their apprenticeship 12-20 months prior to being interviewed). The research is intended to help monitor key progress indicators and develop a greater understanding of recent policy reforms that will help shape future development of the programme. Specifically, it covered individuals' motivations for undertaking an apprenticeship, their experience of the training they received, their satisfaction with the apprenticeship and the impact this has had on their career. Four appendices are included in the report. [This report is co-written with the Institute for Employment Research at the University of Warwick.]
Apprenticeships Evaluation 2017: Learners. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2017-11-00
Type: Reports - Research
Subjects: Apprenticeships,Gender Differences,Age Differences,Ethnicity,Racial Differences,Recruitment,Employment Level,Knowledge Level,Decision Making,Motivation,Wages,Training,Satisfaction,Skill Development,Job Skills,Educational Quality,Experiential Learning,Standards,Mathematics Skills,English,Language Skills,Foreign Countries,Postsecondary Education,Persistence,Employees,Job Training

This report presents the findings of the Apprenticeship Evaluation Learner Survey 2017, The evaluation, consisted of telephone interviews with 4,990 Level 2 and 3 apprentices and 835 higher apprentices, undertaken from late February to mid-April 2017. The sample was evenly split between current apprentices and those that had completed their apprenticeship between June 1, 2015 and January 31, 2016 (i.e. 13-21 months prior to being interviewed). The research is intended to help monitor key progress indicators and assess the impact of recent policy reforms to help shape future development of the apprenticeship programme. Specifically, it covers individuals' motivations for undertaking their apprenticeship, their experience of the training they received, their satisfaction with the apprenticeship, and the impact it has had on their career. One appendix is included in the report. [For the 2015 report, see ED604911.]
Apprenticeships Evaluation 2018-19 - Learners. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2020-03-00
Type: Reports - Research
Subjects: Apprenticeships,Gender Differences,Age Differences,Ethnicity,Racial Differences,Recruitment,Employment Level,Knowledge Level,Decision Making,Motivation,Wages,Training,Satisfaction,Skill Development,Job Skills,Educational Quality,Experiential Learning,Standards,Mathematics Skills,English,Language Skills,Foreign Countries,Postsecondary Education,Persistence,Employees,Job Training

This report presents the findings of the Apprenticeship Evaluation Learner Survey 2018- 19. The research is intended to help monitor key progress indicators and to help shape future development of the apprenticeship programme. Specifically, it covers individuals' motivations for undertaking their apprenticeship, their experience of the training they received, their satisfaction with the apprenticeship both overall and in relation to specific elements, and the impact it has had on their career. The research comprised 5,047 interviews between November 2018 and March 2019, covering apprenticeships at all levels, from Level 2 through those undertaking Degree apprenticeships at Level 6+. In line with previous surveys in the series, this survey interviewed current apprentices, those who recently completed an apprenticeship, and those who completed an apprenticeship between 15 and 25 months before the interview was conducted. [For the technical report, see ED604914. For the 2017 report, see ED604912.]
Apprenticeships Evaluation 2018-19: Learners. Technical Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2020-03-00
Type: Numerical/Quantitative Data
Subjects: Apprenticeships,Gender Differences,Age Differences,Ethnicity,Racial Differences,Recruitment,Employment Level,Knowledge Level,Decision Making,Wages,Training,Satisfaction,Skill Development,Job Skills,Educational Quality,Experiential Learning,Standards,Mathematics Skills,English,Language Skills,Foreign Countries,Postsecondary Education,Persistence,Job Training

This is the technical report for &quot;Apprenticeships Evaluation 2018-19 - Learners.&quot; It details how the survey of apprentices was sampled, conducted, weighted and analysed, and how this compares to the previous surveys. Four appendices are included in the report. [For the full report, see ED604913.]
A Global Picture of School Social Work in 2013
Author: Huxtable, Marion
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: School Social Workers,Social Work,Professional Associations,Childrens Rights,Unions,Professional Education,Standards,International Cooperation,Communities of Practice,Periodicals

The article describes the status of school social work in 2013 using data gathered by the International Network for School Social Work. School social work is a growing specialty around the world. There are school social workers practicing in around 50 countries. School social workers support student's educational success, especially those who are marginalized by poverty, oppression, disability and other personal or social problems. Ideally school social workers practice within a multi-disciplinary team to address wide-ranging barriers to education and participate in preventive programs for all students. The article describes the growth of school social work around the world, various models of practice, the role of specialty professional associations, training and standards, and the growth of school social work literature. International communication among school social workers has grown via publications, conferences and the International Network for School Social Work, and continues to assist expansion of the specialty around the world. Implications for the future of social work in education are discussed, a list of national school social work associations is provided and references include literature on school social work from various countries.
Flexibly Using the Surveys of Enacted Curriculum to Study Alignment
Author: Polikoff, Morgan S.
Date: 2019-09-06
Type: Reports - Research
Subjects: Alignment (Education),Surveys,College Readiness,Career Readiness,Academic Standards,Methods,Elementary Secondary Education,Content Analysis,Curriculum,Elementary School Teachers,Secondary School Teachers,Data Collection,Reliability,Validity

As the standards movement continues into its third decade, there remains a need for alignment methodologies that can be broadly applied to study instruction and policy. This article reports on a series of development efforts meant to revise the Surveys of Enacted Curriculum (SEC) surveys and methods to study the implementation of new college- and career-readiness standards. The work included a meeting of content experts, a series of cognitive interviews, two validation studies, and a small pilot. We discuss both the results of the specific studies and the implications of the work for other potential users of the SEC or SEC-like tools. [This is the online version of an article published in &quot;Educational Measurement: Issues and Practice.&quot;]
Examining the Impact of Amplify Reading on Student Literacy in Grades K-2. 2019 Report
Author: Newton, Stephen
Date: 2019-12-00
Type: Reports - Research
Subjects: Literacy Education,Reading Instruction,Grade 1,Grade 2,Kindergarten,Reading Programs,Program Effectiveness,Educational Games,Teaching Methods,Skill Development,Sequential Approach,Direct Instruction,Reading Comprehension,Vocabulary Development,Urban Schools,Elementary School Students,Emergent Literacy,Reading Fluency,Student Diversity

This paper presents the results of a quasi-experimental study examining the effectiveness of Amplify Reading, a digital supplemental literacy curriculum that students play independently at school or at home, in improving student literacy outcomes as measured by end of year Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next for students in Grades K-2. Students in Amplify Reading outperformed and outgrew a comparison sample of students from their district. Significant and meaningful effects were obtained over one semester with an average of fewer than seven hours of use of the program. This is less than the expected use over the course of a school year, suggesting the potential of stronger impact when the program is used over a longer period of time.
Exploring Teacher Participation in Mindfulness Interventions and the Subsequent Implementation of Mindfulness in the Elementary Classroom
Author: Di Bratto, Melissa
Date: 2020-02-09
Type: Reports - Research
Subjects: Metacognition,Elementary School Teachers,Intervention,Foreign Countries,Classroom Techniques,Correlation,Teacher Attitudes,Teacher Student Relationship,Teacher Burnout,Classroom Environment,Well Being,Urban Schools,Stress Management,Children

This research investigates the experiences of Ontario elementary teachers who participate in mindfulness interventions in their personal life and how they integrate mindfulness in their classrooms. Specifically, this research explores teacher's perceptions of the relationship between mindfulness practices and wellbeing and how the participation in mindfulness interventions translate into teaching practices to support classroom climate and student-teacher relationships for the purpose of increasing awareness of mindfulness interventions supporting teacher wellbeing and burnout. This small-scale qualitative research study was conducted using a phenomenological approach, using face-to-face semi-structured interviews, to explore the experiences of teachers who practice mindfulness in their personal life and gather their beliefs on how mindfulness influences their teaching practice. After a thorough analysis of transcribed and coded data, findings reveal that there is a positive relationship between mindfulness and wellbeing as it relates to personal identifications with the practice and expectations as a teacher. In addition, integrating mindfulness interventions into teaching practices correlates with meaningful student-teacher relationships and a positive classroom climate, which supports thoughtful teaching and learning experiences. While these findings reveal the impactful role mindfulness has in education to support teachers and their practice, future research is required to enforce mainstream professional development opportunities to support teacher's wellbeing in the workplace, in addition to support the effective integration of mindfulness in the classroom to support student wellbeing too.
Spatial Alignment Facilitates Visual Comparison
Author: Matlen, Bryan J.
Date: 2020-00-00
Type: Reports - Research
Subjects: Spatial Ability,Visual Perception,Visual Stimuli,Teaching Methods,Cognitive Processes,Comparative Analysis,Visualization,Cognitive Mapping,College Students,Computer Software,Computer Assisted Testing,Reaction Time,Accuracy,Task Analysis

Humans have a uniquely sophisticated ability to see past superficial features and to understand the relational structure of the world around us. This ability often requires that we compare structures, finding commonalities and differences across visual depictions that are arranged in space, such as maps, graphs, or diagrams. Although such visual comparison of relational structures is ubiquitous in classrooms, textbooks, and news media, surprisingly little is known about how to facilitate this process. Here we suggest a new principle of spatial alignment, whereby visual comparison is substantially more efficient when visuals are placed perpendicular to their structural axes, such that the matching components of the visuals are in direct alignment. In four experiments, this direct alignment led to faster and more accurate comparison than other placements of the same patterns. We discuss the spatial alignment principle in connection to broader work on relational comparison, and describe its implications for design and instruction. [This paper was published in &quot;Journal of Experimental Psychology: Human Perception and Performance&quot; v46 n5 p443-457 2020.]
Capital Construction Budget Recommendations and Prioritization, 2003-05 Biennium for Postsecondary Education
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2002-00-00
Type: Reports - Evaluative
Subjects: State Colleges,Statewide Planning,Budgets,Resource Allocation,Educational Facilities,Facility Improvement,Construction Needs,School Maintenance,School Safety

The &quot;Capital Construction Budget Recommendations and Prioritization 2003-2005 Biennium&quot; provides priority and funding recommendations for capital construction budget requests at the Nebraska State Colleges, the University of Nebraska and the Nebraska College of Technical Agriculture at Curtis. The Coordinating Commission for Postsecondary Education has identified building maintenance and facility renovation as areas needing attention for the coming biennium. The three funding areas involved with building maintenance and facility renovation include: (1) Routine Day-to-Day Maintenance; (2) Deferred Repair; and (3) Facilities Renovation. The report is divided into the following sections: (1) Introduction; (2) Existing Commitments; (3) Governing Board Requests; (4) Commission's Statewide Capital Construction Budget Recommendations; and (5) Commission Prioritization of Approved Capital Construction Requests.
Capital Construction Budget Recommendations and Prioritization, 2005-2007 Biennium for the Nebraska State Colleges, University of Nebraska and Nebraska College of Technical Agriculture
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2004-10-13
Type: Reports - Evaluative
Subjects: Expenditures,Higher Education,Maintenance,State Colleges,Educational Facilities,Facility Improvement,Statewide Planning,Budgets,Construction Needs,Resource Allocation,School Construction,School Safety,Civil Rights Legislation,Disabilities,Federal Legislation,Needs Assessment

The &quot;Capital Construction Budget Recommendations and Prioritization 2005-2007 Biennium&quot; provides the Coordinating Commission for Postsecondary Education's funding and priority recommendations on capital construction budget requests from the Nebraska State Colleges, the University of Nebraska, and the Nebraska College of Technical Agriculture at Curtis. The Commission has identified building maintenance and facility renovation as areas needing continued attention for the coming biennium. The report is divided into the following sections: (1) Introduction and Statewide Facilities Funding Issues; (2) Existing Capital Construction Funding Commitments; (3) Governing Boards' Capital Construction Budget Requests 2005-2007 Biennium; (4) Commission's Capital Construction Budget Recommendations 2005-2007 Biennium; and (5) Commission's Prioritization of Approved Capital Construction Requests. [For the 2003-05 report, see ED604920.]