ethanporcaro/eric-fulltext-meta huggingface dataset:
Hungarian: The Hungarian Language in Education in Romania. Regional Dossiers Series
Author: Papp Z., Attila, Comp.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Foreign Countries,Preschool Education,Elementary Secondary Education,Vocational Education,Higher Education,Postsecondary Education,Adult Education,Educational Research,Language Minorities,Language Usage,Educational Administration,Language of Instruction,Educational Legislation,Bilingualism,Instructional Materials,Hungarian,Romance Languages

This regional dossier aims to provide a concise description of the European minority language, Hungarian in Romania, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [Unless otherwise stated academic data refer to the 2016/2017 school year.]
Occitan: The Occitan Language in Education in France, 2nd Edition. Regional Dossiers Series
Author: Escudé, Pierre, Comp.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Foreign Countries,Preschool Education,Elementary Secondary Education,Vocational Education,Higher Education,Postsecondary Education,Adult Education,Educational Research,Language Minorities,Language Usage,Educational Administration,Language of Instruction,Educational Legislation,Bilingualism,Instructional Materials,French,Romance Languages

Occitan, or the Oc language, is a Romance language. The focus in this dossier is on the four regions in France where Occitan is spoken: Nouvelle-Aquitaine, Auvergne-Rhône-Alpes, Occitanie, and Provence-Alpes-Côte d'Azur. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [This Regional dossier was originally compiled by Michel Berthoumieux and Adalgard Willemsma. Pierre Escudé updated the dossier in 2018. Unless otherwise stated academic data refer to the 2015/2016 school year. For the first edition, see ED452718.]
Five Ways RPPs Can Fail and How to Avoid Them: Applying Conceptual Frameworks to Improve RPPs
Author: Booker, Laura
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Educational Research,Partnerships in Education,Failure,Barriers,Agenda Setting,Capacity Building,Research Reports,Participation

When well executed, research-practice partnerships (RPPs) can be powerful mechanisms for producing relevant and useful knowledge and facilitating its integration into policy and practice to improve youth outcomes. But without taking intentional steps to avoid common hurdles, it's likely that many partnerships will fail to fulfill this potential. In &quot;Five Ways RPPs Can Fail and How to Avoid Them: Applying Conceptual Frameworks to Improve RPPs,&quot; Laura Booker, Carrie Conaway, and Nate Schwartz, three state education agency leaders experienced in navigating the challenging world of research-practice partnerships, offer examples of potential obstacles facing RPPs and provide practical strategies for overcoming them: &quot;Certainly, the requirements of RPPs--building relationships, shifting incentives, and stretching skills--are demanding. But the work required to meet these demands also means that the research we produce through our RPPs stands the greatest chance of changing our agencies' policies and practices, and ultimately of improving outcomes for students.&quot;
Turkish: The Turkish Language in Education in Greece, 2nd Edition. Regional Dossiers Series
Author: Tsitselikis, Konstantinos
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Turkish,Second Language Learning,Foreign Countries,Preschool Education,Elementary Secondary Education,Vocational Education,Higher Education,Postsecondary Education,Adult Education,Educational Research,Language Minorities,Language Usage,Educational Administration,Language of Instruction,Educational Legislation,Bilingualism,Instructional Materials,Greek

This regional dossier aims to provide a concise description of the European minority language, Turkish in Greece, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [Unless otherwise stated, academic data refer to the 2016/2017 school year.]
Findings from a Survey of State Science Leaders: Year 2
Author: Hopkins, Megan
Date: 2019-01-00
Type: Reports - Research
Subjects: Science Education,Elementary Secondary Education,Supervisors,Role,Professional Associations,Specialists,Educational Quality,Equal Education,Science Achievement,Research,Individual Characteristics,Cooperation,State Programs,Partnerships in Education,Professional Development,Participation,Networks,Faculty Development,Conferences (Gatherings),Policy Formation,Curriculum

This report presents results from a study of the Council of State Science Supervisors (CSSS). CSSS is a professional association for state science leaders that works to sustain and nurture a dynamic learning community and to empower its members to be effective and articulate advocates for quality science education at the local, state, and national levels. Given that many state science supervisors are working to support implementation of the &quot;Framework for K-12 Science Education,&quot; the authors sought to develop an understanding of CSSS members' roles and responsibilities, as well as their use of research to inform state implementation decisions. The research questions guiding the study were: (1) What roles and activities do CSSS members take on and participate in within the association and their states?; (2) What research findings and research-based resources do CSSS members use to inform their efforts to promote implementation of the Framework? What research findings and research-based resources do they share with local education leaders?; (3) To whom do CSSS members turn for research to inform their state's decisions regarding implementation of the Framework?; and (4) How, if at all, are CSSS member roles and activities associated with their research networks? In this report, the authors provide information related to the study design and sample, and findings on roles and activities in which respondents reported engaging as CSSS members and state leaders. The authors also present findings related to CSSS members' research use, with respect to the sources they sought for research to inform their state's decisions, as well as their efforts to acquire research. In addition, the authors investigate CSSS members' social networks, and specifically how research-related information flows between members. The authors also examine relationships between characteristics of CSSS members' networks and their activities in the association. Finally, the authors present key conclusions drawn from the survey data analysis. [For the &quot;Framework for K-12 Science Education,&quot; see ED536476. For the previous report, &quot;Findings from a Survey of State Science Leaders,&quot; see ED599937.]
Board of Regents&apos; Montana University System (MUS) Strategic Plan 2019
Author: Montana University System (MUS), Office of the Commissioner of Higher Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Universities,Access to Education,Student Costs,Labor Force Development,Economic Development,Efficiency,School Holding Power,Graduation,Student Financial Aid,College School Cooperation,Two Year Colleges,Distance Education,Graduate Study,Computer Uses in Education,Budgeting,Resource Allocation,Strategic Planning,Research and Development,College Administration,Student Participation

The Montana University System Strategic Plan is the primary planning document of the Board of Regents. The Plan sets forth an agenda for higher education in Montana by delineating the strategic directions, goals, and objectives that guide the Montana University System (MUS). It is comprised of three primary goals that contain a series of sub-goal statements and objectives within each area: (1) Access and Affordability--Increase the overall educational attainment of Montanans through increased participation, retention, and completion rates in the Montana University System; (2) Workforce and Economic Development--Assist in the expansion and improvement of the state's economy through the development of high value jobs and the diversification of the economic base; and (3) Efficiency and Effectiveness--Improve institutional and system efficiency and effectiveness. [Cover title varies: &quot;MUS Strategic Plan 2019.&quot; For the 2018 Strategic Plan, see ED594614.]
Võro: The Võro Language in Education in Estonia, 2nd Edition. Regional Dossiers Series
Author: Brown, Kara D., Comp.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Foreign Countries,Preschool Education,Elementary Secondary Education,Vocational Education,Higher Education,Postsecondary Education,Adult Education,Educational Research,Language Minorities,Language Usage,Educational Administration,Language of Instruction,Educational Legislation,Bilingualism,Instructional Materials,Finno Ugric Languages

This regional dossier aims to provide a concise description of the European minority language, Võro in Estonia, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [This Regional dossier was originally compiled by Kadri Koreinik. Kara D. Brown, Sulev Iva, and Kadri Koreinik updated the dossier in 2018. Unless otherwise stated educational/academic data refer to the 2017/2018 school year.]
Catalan: The Catalan Language in Education in France, 2nd Edition. Regional Dossiers Series
Author: Sanchez, Daniel, Comp.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Romance Languages,Language Minorities,Educational Policy,Educational Improvement,Second Language Learning,Native Language,Geographic Regions,Elementary Secondary Education,Foreign Countries,Preschool Education,Higher Education,Vocational Education,Web Sites,Language Planning,Bilingual Education,Second Language Instruction,Language Usage,Educational Administration

The aim of the dossier is to provide a concise description of European minority languages in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. Because of this fixed structure the dossiers in the series are easy to compare. The dossiers serve several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Today, Catalan is spoken by just over ten million people, including second language speakers (Plataforma per la llengua, 2018, p. 5) across Spain (the autonomous communities of Catalonia, Valencia, the Balearic Islands, and small parts of Aragon and Murcia), Andorra (where it is the sole official language), Italy (in the city of L'Alguer in Sardinia) and France. The dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [This regional dossier was originally compiled by Mr. Daniel Sanchez. James Hawkey revised and updated the dossier in 2019.]
America&apos;s Children: Key National Indicators of Well-Being, 2019
Author: Federal Interagency Forum on Child and Family Statistics
Date: 2019-09-00
Type: Numerical/Quantitative Data
Subjects: Well Being,Family Environment,Social Environment,Economic Factors,Socioeconomic Status,Access to Health Care,Physical Environment,Child Safety,Child Behavior,Family Structure,One Parent Family,Child Care,Language Usage,English Language Learners,Immigrants,Adolescents,Early Parenthood,Child Abuse,Poverty,Income,Parents,Employment Level,Hunger,Health Insurance,Immunization Programs,Dental Health,Pollution,Smoking,Water,Hazardous Materials,Housing,Crime,Victims of Crime,Violence,Injuries,Death,Children,Drug Abuse,Alcohol Abuse,Sexuality,Reading,Mathematics Achievement,Reading Achievement,High School Graduates,High School Students,Course Selection (Students),College Attendance,Premature Infants,Body Weight,Infant Mortality,Emotional Problems,Behavior Problems,Depression (Psychology),Eating Habits,Dietetics,Obesity,Diseases,Physical Activity Level,Age Differences,Racial Differences,Ethnicity

This report is a compendium of indicators about the Nation's young people. This report, the 23rd produced by the Federal Interagency Forum on Child and Family Statistics (Forum), presents 41 key indicators on important aspects of children's lives. These indicators are drawn from the most reliable Federal statistics, are easily understood by broad audiences, are objectively based on substantial research, are balanced so that no single area of children's lives dominates the report, are measured often to show trends over time, and are representative of large segments of the population rather than one particular group. The report continues to present key indicators in seven domains: (1) family and social environment; (2) economic circumstances; (3) health care; (4) physical environment and safety; (5) behavior; (6) education; and (7) health. To ensure that the information stays relevant, the Forum periodically revises indicators, data sources, and features to maintain the relevance of the report. Accordingly, updates have been made to improve the quality and breadth of this year's report, including changes to the &quot;Child Care&quot; indicator. [For &quot;America's Children in Brief: Key National Indicators of Well-Being, 2018,&quot; see ED590203.]
Born to Win, Schooled to Lose: Why Equally Talented Students Don&apos;t Get Equal Chances to Be All They Can Be
Author: Carnevale, Anthony P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Equal Education,Elementary Secondary Education,Academic Achievement,Academic Ability,At Risk Students,Poverty,Low Income Students,Higher Education,Careers,Employment Level,Socioeconomic Influences,Parent Background,Educational Attainment,Social Class,Peer Influence,African American Students,Hispanic American Students,Racial Discrimination,Racial Segregation,Achievement Gap,Disadvantaged Youth,College Attendance,College Graduates,Racial Differences,Ethnicity,White Students,Success,Achievement Tests,Scores,Asian American Students,Mathematics Achievement,Pacific Islanders

In the United States, there is a broadly held presumption that the journey along the pipeline from kindergarten to early career success gradually reveals each child's innate abilities. This presumption is widespread not only in the general public, but among students themselves, who self-identify and identify each other as either academically gifted or generally undistinguished. All too often, these beliefs about one's talents and the talents of one's peers become self-fulfilling prophesies. In this study, the authors test the idea that demonstrated achievement is a perfect reflection of innate ability by tracing children's journeys through and beyond the educational system, from their academic performance in childhood to their early career outcomes as young adults. They find that there is substantial churn in children's demonstrated abilities as they travel through the K-12 system and onward to college and careers. These findings suggest that talent is not fixed: innate ability can be nurtured over time, or it can remain underdeveloped. The education system can play a role in whether children reach their full potential. Their findings also suggest both a good-news and a bad-news story. The good news is that early academic performance is not destiny and that individual striving, educational quality, and policy matter. The bad news is that the existing systems distribute opportunity based on income, class status, race, and ethnicity rather than hard work and talent. As a result, race and class also matter when it comes to children's life chances. [For the executive summary, see ED599950.]
Legislative Report on Charter Schools, 2016-2017. Statutory Report Series
Author: Wisconsin Department of Public Instruction
Date: 2019-09-00
Type: Reports - Research
Subjects: Charter Schools,Decision Making,School Districts,School Administration,School Law,Institutional Characteristics,Governance,Educational Development,Federal Aid,Grants,Consortia,Elementary Secondary Education

The Wisconsin Department for Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and the DPI on petitions for new charter schools. This report offers the results of new charter school activity in the 422 Wisconsin school districts during the 2016-2017 school year. This report documents two distinct levels of decision making regarding charter school proposals. A first-level decision occurs during the charter school's development stage. The school district may approve further study of a charter school concept or participate in a consortium of school districts interested in opening a charter school. A second-level decision occurs during the &quot;implementation&quot; stage. The school district issues a charter school contract, provides a signature on an agreement to participate in a multi-district charter school, or signs an implementation grant with the purpose of seeking federal charter school start-up funds from DPI. The department conducted an electronic survey and personally contacted school district officials to compile the necessary data. One hundred percent of the Wisconsin school districts responded to the survey. During the 2016-2017 school year, nine districts (2.1 percent) reported charter school activity as defined above, including at least one district in five of the 12 regional Cooperative Educational Services Agencies (CESA). A breakdown of the activity shows eight school boards made 10 first-level charter school decisions, and four school boards made four second-level charter school decisions. Of the first-level decisions, 10 of 10 (100 percent) were approved. Of the second-level decisions, four of four (100 percent) were approved. While five districts reported a first-level decision and not a second-level decision, only one school district reported a second-level decision but not a first-level decision.