ethanporcaro/eric-fulltext-meta huggingface dataset:
Information Literacy in the Age of Algorithms: Student Experiences with News and Information, and the Need for Change. Executive Summary
Author: Head, Alison J.
Date: 2020-01-15
Type: Reports - Descriptive
Subjects: Undergraduate Students,Information Literacy,Media Literacy,Web Sites,Social Media,Knowledge Level,Mathematics,Privacy,Information Sources,Information Skills

This executive summary describes a larger report--the result of a national research effort exploring how much U.S. college-age students know about the way in which internet giants like Google, YouTube, Instagram, and Facebook work, and by extension, how they affect society. Amidst the daily flood of digital news, memes, opinion, advertising, and propaganda, there is growing concern about how these popular platforms, and the algorithms they employ, influence lives, deepen social divisions, and foment polarization, extremism, and distrust. The report builds on a decade of research from Project Information Literacy surveying the information habits of college students in an increasingly digital world. It examines how students conceptualize and navigate a volatile and ever-changing information landscape, and proposes programmatic ways to prepare them to contend with this new reality. Four detailed research takeaways are highlighted in this summary: (1) College students have an ambivalent bond with algorithm-driven platforms; (2) Students use defensive practices to protect their privacy; (3) Trust is dead for many students, and skepticism lives; and (4) Discussions of algorithms rarely make it into the classroom. [Additional funding for this report was provided by the School of Library and Information Science at the University of South Carolina. For the main report, see ED605109.]
41st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2019
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2020-02-00
Type: Reports - Research
Subjects: Students with Disabilities,Federal Legislation,Educational Legislation,Equal Education,Program Implementation,Early Intervention,Access to Education,Educational Quality,Infants,Toddlers,Childrens Rights,Student Rights,Program Effectiveness,Disabilities,Special Education,Educational Finance,Public Agencies,Federal Government,Compliance (Legal),Conflict Resolution,Special Education Teachers,Paraprofessional School Personnel,Age Differences,Educational Attainment,Discipline,Developmental Delays,Geographic Location

This is the &quot;41st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2019.&quot; Section 664(d) of the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The &quot;41st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2019&quot; describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for children with disabilities under &quot;IDEA,&quot; Part B and early intervention services to infants and toddlers with disabilities and their families under &quot;IDEA,&quot; Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting states and localities in providing for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under &quot;IDEA,&quot; Parts C or B, nationally and at the state level. [For the &quot;40th Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act,' 2018,&quot; see ED594658.]
Information Literacy in the Age of Algorithms: Student Experiences with News and Information, and the Need for Change
Author: Head, Alison J.
Date: 2020-01-15
Type: Reports - Research
Subjects: Undergraduate Students,Information Literacy,Web Sites,Social Media,Knowledge Level,Mathematics,Privacy,Information Sources,Information Skills,Media Literacy

This report presents findings about how college students conceptualize the ever-changing online information landscape, and navigate volatile and popular platforms that increasingly employ algorithms to shape and filter content. Researchers conducted 16 focus groups with 103 undergraduates and interviews with 37 faculty members to collect qualitative data from eight U.S. colleges and universities from across the country. Findings suggest that a majority of students know that popular websites, such as Google, YouTube, Instagram, and Facebook, use algorithms to collect massive amounts of their personal data, but still find sites too useful to abandon. Many are indignant about websites that mine their clicks to sell them products, but resigned to the powers of an unregulated media environment. Some students, however, used practical strategies to protect their privacy and &quot;confuse algorithms,&quot; learned more often from peers than in classes. An abundance of choice for online information left many skeptical and distrustful of news encountered on algorithm-driven platforms. While some students worried about the &quot;creepy&quot; way ads follow them around the internet, others were concerned that automated decision making systems reinforce societal inequalities. Discussions with students and faculty indicated that understanding and managing the torrent of information flowing through search engines and social media is rarely mentioned in the classroom, even in courses emphasizing critical thinking and information literacy. A critical review of a decade of research from Project Information Literacy (PIL) about how students conduct course and everyday life research, and what that means for educators and librarians, provides context to these new findings. Four recommendations are provided for educators, librarians, administrators, and journalists working to promote truth and prepare students for a changing and challenged world. [Additional funding for this report was provided by Electronic Resources &amp; Libraries, a leading library conference, and the School of Library and Information Science at the University of South Carolina. For the executive summary of this report, see ED605107.]
Identifying Young Children for Early Intervention in California
Author: Hunt, Nancy
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Identification,Early Intervention,Young Children,Infants,Toddlers,Developmental Delays,Data Collection,Equal Education,Educational Legislation,Federal Legislation,Students with Disabilities,State Legislation,Agency Cooperation,Referral

Only about 10 percent of eligible infants and toddlers with developmental delays nationwide receive early intervention services, which are widely agreed to reduce delays and lessen the adverse effects of risk factors and disabilities on learning and development. California serves fewer children than the national average. Challenges arise from spotty screening; tenuous linkages to referral and evaluation; and the intricacies of crossing multiple agencies--sometimes without knowledge of English--for families. In Massachusetts, a unified early childhood data system and robust interagency linkages resulted in a far greater percentage of their infant and toddler population served. Taking steps towards a unified early childhood data system alongside mandates for interagency streamlining and cooperation would likely increase the number of children and families served in California.
Proximity of Care: A New Approach to Designing for Early Childhood in Vulnerable Urban Contexts
Author: Newton, William Isaac
Date: 2020-05-18
Type: Reports - Descriptive
Subjects: Urban Areas,At Risk Persons,Child Development,Young Children,Neighborhoods,Family Needs,Environmental Influences,Childhood Needs,Housing,Slums,Foreign Countries,Refugees,Access to Education,Early Childhood Education,Access to Health Care,Urban Planning,Pregnancy,Family Environment,Child Health,Safety,Prenatal Care

This publication presents the challenges and opportunities confronting early childhood development in vulnerable urban contexts, derived from specialised research by Arup and the Bernard van Leer Foundation (BvLF). The data is clear: vulnerable urban areas such as refugee and informal settlements house a growing population in critical need, and the number and size of these areas will only increase in the coming decades. Living in these contexts has particularly significant negative impacts on young children aged 0 to 5. At present, governments, development and humanitarian organisations, and urban practitioners devote little attention to the specific needs of the 0-5 age group in projects aimed at improving conditions in informal and refugee settlements. This age group's needs are different than those of older children but are often 'lumped in' with them from a planning and policy perspective, or worse, go entirely unrecognised. In addition, the complexity of vulnerability in these contexts makes it difficult to design and implement effective early childhood development solutions that consider the influence of the built environment. Arup and BvLF have partnered to help bridge this gap. The Proximity of Care approach was developed to better understand the needs and constraints faced by young children, their caregivers, and pregnant women in informal and refugee settlements; and to ultimately help improve their living conditions and well-being. [This report was co-produced by Arup.]
Can HEA Reauthorization Help Close America&apos;s Skills Gap?
Author: Craig, Ryan
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Higher Education,Educational Legislation,Job Skills,Labor Force Development,Student Financial Aid,Educational Finance,Educational Change,Educational Policy,Access to Education,Debt (Financial),Loan Repayment,Education Work Relationship,Federal Aid,Grants,Work Study Programs,Experiential Learning,Risk Management,School Business Relationship

House Democrats yesterday introduced major legislation to reauthorize the landmark Higher Education Act. Although reauthorization is long overdue, the new legislation, called the College Affordability Act, proposes mainly marginal improvements to a broken higher education financing system. Moreover, it doesn't do enough to help people who don't go to college -- the majority of young Americans -- acquire the skills they need to land solid, middle-class jobs. To help close America's skills gap and allow tens of millions of alienated Americans to join the dynamic economy, progressives need bolder, more innovative initiatives. This report assesses conventional remedies and presents creative alternatives: a new Progressive Skills Agenda for all young people, whether or not they are college-bound.
Building on Islamic Values: A Fundamental Shift in Moroccan Early Childhood Education
Author: Dilday, Kay
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Social Values,Preschools,Islam,Educational Quality,Educational History,Philanthropic Foundations,Educational Improvement,Young Children,Teacher Education,Preschool Education,Partnerships in Education,Child Caregivers,Early Childhood Teachers,Nongovernmental Organizations,International Cooperation

In 2015, the High Council for Education, Training and Scientific Research of Morocco announced its strategic plan for the next 25 years. Among the goals is 'the institutionalisation and standardisation of preschool education'. The identification of early childhood education as a national priority for the country represents a tremendous change in the national ethos since 1978, when the Bernard van Leer Foundation first began to support the progress of quality early childhood development in Morocco. During the nearly 30 years in which it received support from the Foundation, the Alliance de Travail dans la Formation et l'Action pour l'Enfance (ATFALE), the Foundation's primary partner in the country, succeeded in making quality preschool education a national concern -- one recognised as an essential part of the national mandate for education in service of developing a successful, healthy citizenry. It has also succeeded in changing expectations and increasing awareness among parents of the importance of quality early childhood development. While there is still progress to be made -- most notably in increasing access to holistic, child-centred preschools for children from rural and disadvantaged backgrounds and increasing the number of girls in pre-primary education -- much has been achieved during the past 30 years. [Foreword by Michael Feigelson.]
Coaches and PLCs Support Teacher Use of Instructional Data. Swift Center Research to Practice Brief
Author: National Center on Schoolwide Inclusive School Reform: The SWIFT Center
Date: 2016-07-00
Type: Reports - Research
Subjects: Educational Practices,Data Use,Communities of Practice,Coaching (Performance),Teaching Methods,Middle Schools,Middle School Teachers,Administrators,Teacher Collaboration

This research to practice brief provides a research summary for the study &quot;Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities.&quot; The study investigated whether the use of coaches or professional learning communities (PLCs) had an impact on how educators used data to change instruction. They identified coaching and PLCs as common sources of capacity building for teachers. The findings provided support for PLCs and Coaches, as well as a deeper look into the skills, knowledge, and interpersonal skills applied during PLCs and coaching relationships. [For the full research study, see EJ1056829.]
Work-Based Learning for Students with Disabilities
Author: McFarlane, Fred R.
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Work Experience Programs,Students with Disabilities,Career Development,Expectation,Job Skills,Elementary Secondary Education,Postsecondary Education,Inclusion,Vocational Education,Educational Legislation,Federal Legislation,State Programs

Preparing all students, including students with disabilities, for life after high school is a critical responsibility for California's education system. Engaging students and their families in discussions regarding careers, employment, and the pre-requisites for postsecondary education, training, and employment must start early and continue throughout their educational experiences. While there are programs in California that benefit students as they explore career opportunities, students with disabilities are seldom included in these programs. Three essential actions drive the development and implementation of a K--14 work-based learning model for youth with disabilities (and, we believe, for all youth): strengthen expectations, leverage opportunities, and integrate supports. We encourage the implementation of these actions early in the student's education. Specific policy recommendations for California are provided based on these actions.
The Changing Role of County Offices of Education: Survey Results
Author: Plank, David N.
Date: 2019-12-00
Type: Reports - Research
Subjects: Counties,Public Agencies,Agency Role,Funding Formulas,State Policy,Strategic Planning,Accountability,Superintendents,Technical Assistance,Organizational Change,Capacity Building,Educational Improvement,Public Schools,Administrator Surveys,Program Implementation,Measurement Techniques,Web Sites,School Districts

In this brief we summarize findings from three surveys that sought to learn how county offices of education (COEs) are changing in response to the implementation of the Local Control Funding Formula (LCFF) and the Statewide System of Support (SSS). COEs have been assigned critically important responsibilities in the implementation of these initiatives, and our survey results suggest that most county superintendents are strongly supportive of the state's new policy direction. They are increasingly aware of the scale of change that will have to occur to fully implement the LCFF and the SSS, both in the organization and operation of their own COEs and in their relationships with other agencies, and they recognize that full implementation remains a work in progress.
The Early Implementation of California&apos;s System of Support: Counties, Differentiated Assistance, and the New School Dashboard
Author: Humphrey, Daniel C.
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: State Programs,Funding Formulas,Program Implementation,School Districts,Educational Change,Measurement Techniques,Accountability,Elementary Secondary Education,Counties,Public Agencies,Outcomes of Education,Program Evaluation,Superintendents,Administrator Attitudes,Program Effectiveness,English (Second Language),Second Language Learning

California's new Statewide System of Support is grounded in the fundamental principles of the Local Control Funding Formula, especially its emphasis on the central role of local educators in determining the best approaches to improvement. This report examines the early implementation of the System of Support, with a focus on the work of the county offices of education (COEs) and the experience of the districts identified for differentiated assistance. The System of Support is a notable effort by the state to reinvent accountability aligned with the principles of the Local Control Funding Formula. However, it is not yet fully a system, as it is under-funded, fails to draw upon the full range of expertise in the state, and is not well-aligned with other accountability components of the Local Control Funding Formula. The report concludes with five recommendations designed to make the System of Support a more robust and comprehensive system to realize the aspirations of the Local Control Funding Formula. [This report was written with major assistance from Eupha Jeanne Daramola, Nina Houghton, Magaly Lavadenz, Julia Koppich, Julie Marsh, Haley Nelson, David Plank, Laura Stokes, Laura Tobben, and Tara Vahdani.]
Spotlight on the Many Voices of the Early Childhood Workforce. Solutions Summit Report (New Delhi, India, December 11, 2018). PMNCH Partners&apos; Forum Side Event
Author: McArthur, Kimberly
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Young Children,Allied Health Personnel,Preschool Teachers,Preschool Education,Competence,Infants,Toddlers,Females,Barriers,Premature Infants,Child Health,Poverty,Foreign Countries,Access to Health Care,Access to Education,Child Care,Labor Force Development,Training,Child Caregivers,Child Development

The 'Spotlight on the Many Voices of the Early Childhood Workforce' Solutions Summit was held on 11 December 2018 as an official side event of the Partnership for Maternal, Newborn and Child Health (PMNCH) Partners' Forum in New Delhi, India. The aim of the Summit was to place a spotlight on and develop solutions for the diverse early childhood workforce and create a strong international community in support of the workforce. This report summarises the insights gained from the Summit and brings together the concrete solutions to real-world challenges facing the early childhood workforce that were co-created by the attendees.
Voters&apos; Opinions on Educational Equity Initiatives in California: Evidence from the 2020 PACE/USC Rossier Annual Poll
Author: Desruisseaux, Tara-Marie
Date: 2020-05-00
Type: Reports - Research
Subjects: Voting,Attitudes,Equal Education,Educational Policy,State Policy,Public School Teachers,Minority Group Teachers,High School Students,Required Courses,Ethnic Studies,Public Opinion,Racial Differences,Ethnicity,Politics,Diversity (Faculty),Graduation Requirements

We use data from the 2020 PACE/USC Rossier annual voter poll to report on California voters' attitudes towards educational equity policy initiatives, specifically: (a) increasing the number of public school teachers of color in California and (b) requiring all high school students in California to complete an ethnic studies course. A majority of voters supported these initiatives. Respondents showed higher levels of support for increasing the number of teachers of color when informed about the positive academic impact this would likely have for students of color. Support varied depending on voters' race/ethnicity and political party. White respondents were less likely to support the initiatives as compared to African American and Latinx respondents; Republicans were less likely to show support as compared to Democrats and Independents.
The Transition to Preschool for Children with Disabilities
Author: Kasari, Connie
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Developmental Disabilities,Transitional Programs,Early Intervention,Preschool Education,School Readiness,Educational Legislation,Equal Education,Federal Legislation,Minority Group Students,Eligibility,Teamwork,Family Role,Progress Monitoring,Infants,Toddlers,Preschool Children,At Risk Persons,Racial Differences,Ethnicity

California continues to fall below national averages in identifying and serving infants, toddlers, and preschoolers with developmental disabilities. The transition between infant/toddler services, administered by the Department of Developmental Services, and preschool services for 3- to 5-year-olds, administered by the Department of Education, is fraught with several factors that hinder progress. The process lacks, among other things, a systematic screening and child tracking system; a data monitoring system for tracking progress of children; interagency and policy coordination; and preparation of family and staff for transitions. To significantly improve the state of early education for children with disabilities, California will need to make substantial investments. [This report was written with Amanda Dimachkie and Maria Pizzano.]
The Local Control Funding Formula after Four Years: What Do We Know? Research Brief. Getting Down to Facts II
Author: Koppich, Julia E.
Date: 2018-09-00
Type: Reports - Research
Subjects: Local Government,Funding Formulas,State Policy,Educational Policy,Success,Academic Achievement,Governance,Educational Finance,Financial Support,School Districts,Resource Allocation,Board of Education Role,Educational Equity (Finance),Superintendents,Parent Participation,Stakeholders

The Local Control Funding Formula (LCFF), signed into law by Governor Jerry Brown on July 1, 2013, represents the first comprehensive change in California's education funding system in 40 years. The LCFF eliminates nearly all categorical funding streams, shifts control of most education dollars from the state to local school districts, and empowers districts, through a process of stakeholder engagement, to shape resource allocation goals and priorities to meet local needs. This brief summarizes four &quot;Getting Down to Facts II&quot; technical reports that describe research conducted during the LCFF's first four years of implementation: (1) &quot;The Local Control Funding Formula (LCFF): What Have We Learned after Four Years of Implementation? Technical Report. Getting Down to Facts II&quot; (ED594756); (2) &quot;Taking Stock of Stakeholder Engagement in California's Local Control Funding Formula: What Can We Learn from the Past Four Years to Guide Next Steps? Technical Report. Getting Down to Facts II&quot; (ED594799); (3) &quot;In the Era of the Local Control Funding Formula: The Shifting Role of California's Chief Business Officers. Technical Report. Getting Down to Facts II&quot; (ED594680); and (4) &quot;In Need of Improvement? Assessing the California Dashboard after One Year. Technical Report. Getting Down to Facts II&quot; (ED594705). Research thus far shows strong support for the principles on which the LCFF is based and some areas of encouraging progress. Although it is clear much more work is needed to realize the LCFF's ambitious goals, California has made substantial progress on which it now can build.