ethanporcaro/eric-fulltext-meta huggingface dataset:
Experiences of Faculty Women of Color: A Literature Review
Author: Abdalla, Sarah
Date: 2018-00-00
Type: Information Analyses
Subjects: Women Faculty,Minority Group Teachers,College Faculty,Diversity (Faculty),Experience,Racial Discrimination,Gender Discrimination,Disproportionate Representation,School Policy,Curriculum,Social Justice,Feminism,Racial Bias,Gender Bias,Mentors,Women Administrators,Literature Reviews

The purpose of this literature review is to examine the experiences and representation of minority women in United States higher education faculty positions. There are a multitude of issues that derive from the lack of diversification in the workforce: unequal representation, a lack of cultural-social understanding and insufficient relationship building. Exploring literature to determine the divergences and parallels between minority female experiences as faculty through qualitative and quantitative research identified their marginalization and underrepresentation in higher education. The literature examines that the experiences of women and people of color are at a disadvantage in faculty positions. It also suggests that women of color undergo further discriminatory treatment as faculty members and they are underrepresented. Recommendations are made for the restructure of institutional policies, the need for support groups and streamlining gender/race-inclusive curriculum. Keywords: women of color, higher education, faculty, race, feminist, white hegemony
Barriers in Teaching English in Large Classes: Voice of an Indonesian English Language Teacher
Author: Hadi, Marham Jupri
Date: 2015-00-00
Type: Reports - Research
Subjects: Barriers,Second Language Instruction,English (Second Language),Large Group Instruction,Language Teachers,Teacher Attitudes,Foreign Countries,Case Studies,Interviews,Observation,Data Analysis,Teacher Student Relationship,Feedback (Response),Classroom Techniques,Discipline,Outcomes of Education,Learner Engagement,Individualized Instruction,Language Usage,Native Language,Learning Motivation,Educational Strategies,Educational Games,Outdoor Education,Motivation Techniques,Private Schools

This case study aimed at identifying barriers encountered by an English teaching who taught in a large class and how he dealt with them. The participant of this study was an English teacher in a private owned school and the number of students he taught was more than 30, which is considered a large class for language learning. An in-depth interview and classroom observation were conducted to gain data. Analysis was done in an iterative way. This study revealed seven issues which were encountered by the participant in his EFL class. All of which were associated with the difficulty to 1) evaluate and provide individual feedback, 2) control students'(discipline), 3) achieve learning effectiveness and learning outcomes, 4) engage students to the lesson, 5) pay individual attention. Other issues occurring in his class were the use of local language by the students in EFL class and decreased interest (motivation) to learn English. In order to tackle these issues, the teacher employed two strategies, namely: 1) using a variety of games and 2) setting an outdoor English class in order to attract students' attention.
Facilitator&apos;s Handbook: Raising the Aspirations and Employment Prospects of Young People with Learning Disabilities
Author: Bates, Keith
Date: 2014-00-00
Type: Guides - Classroom - Teacher
Subjects: Foreign Countries,Occupational Aspiration,Intellectual Disability,Workshops,Educational Games,Learning Activities,Occupations,Job Skills,Charts,Supported Employment,Training,Vocational Interests,Family Programs

Across the UK, fewer than 5.8% of people with a learning disability have a job, and many of those who are employed only work part-time. Yet most people indicate that they want to work. Many miss out on the basic right to aspire to a career, the wider social networks, the better emotional and physical health, and the independence that come from having a job. The Foundation for People with Learning Disabilities believes that young people with learning disabilities have the right to a working life and this must be embedded early on. Expectations that people with learning disabilities will find paid work are low due to years of under representation in the labour market. The Foundation wanted to highlight the fact that people with learning disabilities make hardworking and enthusiastic employees, bringing new skills, talents, and perspectives to their employers. In July 2011 the Foundation met with families, employers and teachers at schools in Kent, Redbridge, and West Berkshire in the UK. The 'When I Grow Up' programme was developed from these consultations. It has worked in a number of ways to raise the aspirations and employment prospects of young people with learning disabilities, through collaboration with young people, families, schools and employers. All elements of this programme have been designed to reflect changes introduced by the Children and Families Act 2014 and will therefore contribute to Preparing for Adulthood Reviews and Education and Health Care Plans. This handbook provides the training for the curriculum and workshops element of the programme.
Board of Regents&apos; Montana University System (MUS) Strategic Plan 2017
Author: Montana University System (MUS), Office of the Commissioner of Higher Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Universities,Governing Boards,Trustees,Educational Planning,Strategic Planning,Higher Education,Access to Education,Paying for College,Academic Persistence,School Holding Power,Student Financial Aid,College School Cooperation,Two Year Colleges,Distance Education,Labor Force Development,Research and Development,Graduate Study,Technology Uses in Education,Efficiency,Budgeting,Resource Allocation,Economic Development,Educational Technology,Graduation,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 2017.&quot; For the 2016 Strategic Plan, see ED572558.]
Rethinking Dual Enrollment to Reach More Students. Promising Practices
Author: Zinth, Jennifer
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Educational Attainment,State Standards,Eligibility,Access to Education,College Readiness,Academic Achievement,Low Achievement,College Bound Students,Advanced Students,Transitional Programs,Postsecondary Education,Career Readiness,Summer Programs,Educational Finance

A substantial and growing body of research indicates that, all other factors being equal, students who dually enroll are more likely than their non-dually-enrolling peers to finish high school, matriculate in a postsecondary institution and experience greater postsecondary success. Spurred by this, states are increasingly viewing dual enrollment as a strategy to promote postsecondary attainment and workforce readiness, and taking steps to broaden student access to dual enrollment coursework. Yet, by and large, state-set eligibility requirements limit dual enrollment access to only the most academically advanced students, who are likely to pursue college after high school regardless. There may be ways to provide dual enrollment and other experiences that put students on the road to college, without running afoul of state and local eligibility requirements. This may include ensuring access to options with lower eligibility expectations or requesting exemptions from current requirements in order to try out alternative eligibility criteria. This brief proposes state approaches to systematically: (1) Broaden dual enrollment access to middle-achieving students, including students who are college-ready but uncertain about their post-high school plans, and students who are not college-ready but would succeed in a dual enrollment course with some support; (2) Provide pre-collegiate experiences to middle- and lower-achieving high school students that will either prepare them for dual enrollment by the final semester of their senior year or help them set their sights on enrolling in college after high school graduation.
How Struggling Adult Readers Use Contextual Information When Comprehending Speech: Evidence from Event-Related Potentials
Author: Ng, Shukhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Adults,Reading Difficulties,Sentences,Context Effect,Language Processing,Comprehension,Speech Communication,Word Recognition,Literacy,Brain,Probability,Cloze Procedure,Prediction,Phonology,Auditory Stimuli,Semantics,Reading Tests,Diagnostic Tests,Physiology,Age Differences

We investigated how struggling adult readers make use of sentence context to facilitate word processing when comprehending spoken language, conditions under which print decoding is not a barrier to comprehension. Stimuli were strongly and weakly constraining sentences (as measured by cloze probability), which ended with the most expected word based on those constraints or an unexpected but plausible word. Community-dwelling adults with varying literacy skills listened to continuous speech while their EEG was recorded. Participants, regardless of literacy level, showed N400 effects yoked to the cloze probability of the targets, with larger N400 amplitudes for less expected than more expected words. However, literacy-related differences emerged in an earlier time window of 170-300 ms: higher literacy adults produced a reduced negativity for strongly predictable targets over anterior channels, similar to previously reported effects on the Phonological Mapping Negativity (PMN), whereas low-literacy adults did not. Collectively, these findings suggest that in auditory sentence processing literacy may not notably affect the incremental activation of semantic features, but that comprehenders with underdeveloped literacy skills may be less likely to engage predictive processing. Thus, basic mechanisms of comprehension may be recruited differently as a function of literacy development--even in spoken language.
Incarceration to Reentry: Education &amp; Training Pathways in California. Reconnecting Justice in the States
Author: Taliaferro, Wayne
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Institutionalized Persons,Correctional Institutions,Social Justice,Change Strategies,Social Bias,Recidivism,At Risk Persons,Correctional Education,Reentry Students,Public Policy,Federal Programs,Federal Legislation,Educational Attainment,Vocational Education,Labor Market,Postsecondary Education,State Legislation,Community Colleges,Financial Support,Program Effectiveness,Access to Education,Government Role,Grants,Eligibility,Federal Aid,Educational Legislation,Technical Education

This brief examines how California is aligning education and training opportunities for people who are currently or formerly incarcerated. It is the first report in our series &quot;Reconnecting Justice in the States,&quot; which will explore coordinated justice, education, and workforce policy and practice at the state level. It is part of CLASP's continued commitment to leverage criminal justice reform to expand economic opportunity and help achieve racial equity. The majority (2 million) of incarcerated people are serving their sentences in state prisons and local jails, making states and local jurisdictions ground zero for criminal justice reform. Additionally, 650,000 people are released from prisons and jails each year. These individuals experience systemic, legally embedded discrimination that prevents economic mobility and increases the chances of recidivism. Currently, three-quarters of people leaving prison reoffend within five years. However, correctional education reduces people's likelihood to reoffend by 43 percent as well as increases their likelihood to find a job by 13 percent. Combined with comprehensive policies that support reentry, education and training can serve as a strong pathway to economic security. Leveraging the power of federal, state, and local policies is essential to realize systemic reform. June marked the one-year anniversary of the Second Chance Pell Pilot program as well as the introduction of the Second Chance Reauthorization Act of 2017 in the U.S. House of Representatives. These federal levers have tremendous potential, but they are far more effective when coupled with state reforms. States should use the opportunity provided by federal funding streams to innovate and build sustainable reform strategies.
Integrated Education and Training: A Career Pathways Policy &amp; Practice
Author: Mortrude, Judy
Date: 2017-04-00
Type: Reports - Research
Subjects: Career Development,Career Readiness,Adults,Skill Development,Job Skills,Job Training,Adult Education,National Surveys,Colleges,Libraries,Employers,School Districts,Community Programs,Nonprofit Organizations,Federal Legislation,English,Literacy Education,Citizenship Education,Occupations,Postsecondary Education,Credentials,Costs,Labor Force Development

Integrated Education and Training (IET) is a promising career pathways approach. It helps educationally underprepared adults pair foundational skill building with workforce preparation and training in in-demand occupations. Through IET programs, adults obtain goal-oriented, relevant, practical knowledge that leads to economic success. This report features a summary of a national IET survey that strongly demonstrates these benefits.
California Annual Performance Report: Federally Funded Workforce Investment Act, Title II Programs. Program Year 2013. July 1, 2012-June 30, 2013
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Labor Force Development,Labor Legislation,Adult Education,Adult Literacy,Program Effectiveness,Literacy Education,Family Literacy,Leadership,Cooperation,Vocational Education,State Programs,Improvement,Educational Indicators,Citizenship Education,English (Second Language),Academic Persistence,High School Equivalency Programs,Grants,Distance Education,Enrollment,Job Skills,Civics

This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL (English Literacty) Civics funds. [For the 2012 edition of this report, see ED541004.]
California Annual Performance Report: Federally Funded Workforce Investment Act, Title II Programs. Program Year 2014. July 1, 2013-June 30, 2014
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Labor Force Development,Labor Legislation,Adult Education,Adult Literacy,Program Effectiveness,Literacy Education,Family Literacy,Leadership,Cooperation,Vocational Education,State Programs,Improvement,Educational Indicators,Citizenship Education,English (Second Language),Academic Persistence,High School Equivalency Programs,Grants,Distance Education,Enrollment,Job Skills,Civics

This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL (English Literacy) Civics funds. [For the 2013 edition of this report, see ED582918.]
California Annual Performance Report: Federally Funded Workforce Investment Act, Title II Programs. Program Year 2015. July 1, 2014-June 30, 2015
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Labor Force Development,Labor Legislation,Adult Education,Adult Literacy,Program Effectiveness,Literacy Education,Family Literacy,Leadership,Cooperation,Vocational Education,State Programs,Improvement,Educational Indicators,Citizenship Education,English (Second Language),Academic Persistence,High School Equivalency Programs,Grants,Distance Education,Enrollment,Job Skills,Civics

This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL (English Literacy) Civics funds. [For the 2014 edition of this report, see ED582920.]
California Annual Performance Report: Federally Funded Workforce Investment Act, Title II Programs. Program Year 2016. July 1, 2015-June 30, 2016
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Labor Force Development,Labor Legislation,Adult Education,Adult Literacy,Program Effectiveness,Literacy Education,Family Literacy,Leadership,Cooperation,Vocational Education,State Programs,Improvement,Educational Indicators,Citizenship Education,English (Second Language),Academic Persistence,High School Equivalency Programs,Grants,Distance Education,Enrollment,Job Skills,Civics

This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL (English Literacy) Civics funds. [For the 2015 edition of this report, see ED582921.]
Funding Transparency under ESSA. Special Report
Author: Woods, Julie Rowland
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Expenditure per Student,Accountability,Finance Reform,Technical Assistance,State Action,State Policy,Elementary Secondary Education,Federal Legislation

This special report explains the new requirements states have in reporting per-pupil expenditures under the Every Student Succeeds Act. It also provides key considerations for states and information about technical assistance and support.
Developmental Education: An Introduction for Policymakers
Author: Mazzariello, Amy
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Developmental Studies Programs,Remedial Instruction,Educational Benefits,Educational Policy,Role of Education,Academic Achievement,Remedial Reading,Remedial Mathematics,Student Placement,Accuracy,Educational Strategies,Student Attrition,Educational Change,Educational Innovation,Acceleration (Education)

This resource, released in collaboration with the Center for the Analysis of Postsecondary Readiness, explains the importance of developmental education, its current challenges and how policymakers can contribute to improving outcomes.
How States Fund Pre-K: A Primer for Policymakers. Special Report
Author: Parker, Emily
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: State Aid,Funding Formulas,Preschool Education,Educational Finance,Federal Aid,Educational Policy

This special report discusses the revenue streams available for funding quality pre-K programs, and includes an overview of funding types and variations.
Behavioral Intervention Materials Compendium. OPRE Report 2018-08
Author: Anzelone, Caitlin, Ed.
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Behavior Modification,Intervention,Randomized Controlled Trials,Program Design,Program Development,Child Care,Children,Financial Support,Low Income Groups,Eligibility,Social Services,Parents,Institutionalized Persons,Correctional Institutions,State Programs,Prompting,Family Programs,Welfare Services,Federal Programs,Income

The Behavioral Interventions to Advance Self-Sufficiency (BIAS) project conducted 15 randomized controlled trials of behavioral interventions across eight states, in the domains of work support, child support, and child care. BIAS used a systematic approach called &quot;behavioral diagnosis and design&quot; to develop the interventions and their associated materials. This process involved identifying problems that were appropriate for behavioral interventions, diagnosing the underlying behavioral reasons for each problem, designing interventions, and conducting rigorous tests to determine whether the interventions improved outcomes. The Behavioral Interventions Materials Compendium contains all of the written materials that the project designed and tested as part of those interventions. The compendium is arranged by program area domain, site/agency, and type of intervention. Each section begins with a one-page summary of the particular intervention that was implemented, followed by a list of the printed materials for that intervention and copies of the materials themselves.