ethanporcaro/eric-fulltext-meta huggingface dataset:
The State of Career Technical Education: An Analysis of States&apos; Perkins V Priorities
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Vocational Education,Statewide Planning,Educational Quality,Equal Education,Alignment (Education),Elementary Secondary Education,Postsecondary Education,School Business Relationship,Teacher Recruitment,Teacher Persistence,Data Use,Decision Making,Teacher Competencies,Financial Support,Resource Allocation,Eligibility,Cooperation,Innovation,Intervention,Career Counseling,State Policy,State Standards,Experiential Learning,Work Experience Programs,Credentials,Dual Enrollment

In summer 2018, the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) was signed into law, which provided states the opportunity to reflect, engage with a wide array of stakeholders and partners, reaffirm key priorities and commitments, and identify new opportunities to support learners and their industry partners. &quot;The State of Career Technical Education: An Analysis of States' Perkins V Priorities&quot; examines how states have leveraged the development of Perkins V state plans to advance the dual priorities of expanding quality and increasing equity within their CTE systems. Through the analysis of all 50 states and Washington D.C.'s Perkins V plans, which was supplemented by a survey of State CTE Directors, Advance CTE identified common aspects that are indicative of a comprehensive and cohesive state plan, a number of which go beyond the law's requirements and expectations. These hallmarks include: (1) a shared statewide vision; (2) ongoing and meaningful alignment and collaboration across the K-12, postsecondary and workforce systems; (3) a commitment to equity and learner supports; (4) a commitment to quality programs; (5) systems for attracting, retaining and developing CTE instructors; (6) the use of data-driven decisionmaking; and (7) a strong system of supports to ensure fidelity of implementation. These hallmarks of a strong Perkins V state plan offer insights into how states are addressing the significant changes under Perkins V while taking advantage of the opportunities and flexibilities awarded, along with specific state highlights and promising innovations.
Institutional Capacity Assessment Tool: Alignment to Accreditation
Author: Manning, Terri Mulkins
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Capacity Building,Best Practices,Educational Improvement,Instructional Leadership,Equal Education,Teaching Methods,Strategic Planning,Educational Policy,Educational Practices,Higher Education,Outcomes of Education,Accreditation (Institutions),Organizational Communication,Information Technology,Alignment (Education),Educational Change,College Faculty,Public Agencies,Data Analysis,Evaluation Methods,Stakeholders,Institutional Evaluation

The Institutional Capacity Assessment Tool (ICAT) helps colleges identify strengths and areas for improvement in light of best practices in seven key areas: (1) Leadership and Vision; (2) Data and Technology; (3) Equity; (4) Teaching and Learning; (5) Engagement and Communication; (6) Strategy and Planning; and (7) Policies and Practices. The tool provides a structure for stakeholders from all areas of a college to collectively examine critical elements necessary to drive equitable student outcomes. The ICAT also provides colleges with additional benefits related to their accreditation cycle. The seven regional accrediting agencies have some variation in accreditation standards or criteria but all have adopted a cycle or process (often referred to as &quot;closing the loop&quot;) for colleges to use through the self-study or compliance certification process. The ICAT can provide an additional assessment tool that produces a numeric result with qualitative feedback from faculty and staff who participate in accreditation processes. This report discusses the ways colleges can align the ICAT with accreditation.
The Algebra II Variable: State Policies for Graduation Requirements, Assessments, and Alignment to Postsecondary Expectations
Author: Achieve, Inc.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: High School Students,Graduation Requirements,Mathematics Education,Algebra,Educational Policy,State Policy,Student Evaluation,Alignment (Education),Postsecondary Education,College Entrance Examinations,Aptitude Tests,High Schools,Credits,College Readiness

The Algebra II Variable explores state-level mathematics policies on Algebra II, with specific examinations of graduation requirements and assessment policies and alignment to postsecondary expectations. This brief explores inconsistencies that exist both within and across states and reflects on the role and purpose of Algebra II as the Launch Years considers which mathematics courses and pathways are most relevant for postsecondary and career ambitions. [This work was supported through Achieve's partnership with the Launch Years initiative of the Charles A. Dana Center at the University of Texas at Austin.]
Effects of an Inquiry-Oriented Curriculum and Professional Development Program on Grade 7 Students&apos; Understanding of Statistics and on Statistics Instruction. REL 2021-055
Author: Schoen, Robert C.
Date: 2021-01-00
Type: Reports - Research
Subjects: Statistics Education,Grade 7,Inquiry,Active Learning,Middle School Mathematics,Middle School Students,Faculty Development,Middle School Teachers,Probability,Statistics,Mathematics Instruction,Instructional Effectiveness,Units of Study,Urban Schools,Public Schools

On average, Florida students earn only half of the points possible in the statistics content area of the state's annual mathematics assessment. Leaders in Broward County Public Schools, a large, diverse, urban school district, viewed changes to statistics curriculum and instruction as one way to address this issue. This study randomly assigned 40 middle schools in the district to either implement a replacement curriculum unit with four days of teacher professional development in probability and statistics or continue with their practice-as-usual instruction in probability and statistics. The replacement unit supported teaching and learning of all the probability and statistics standards in the grade 7 course description. The replacement unit with the associated professional development, called the Supporting Teacher Enactment of the Probability and Statistics Standards program, improved student understanding of statistics and statistics instruction. The magnitude of the effect on student understanding was 23 percent of 1 standard deviation, which is comparable to an increase of 9 percentile points for an average student. [For the appendixes, see ED610168. For the study snapshot, see ED610167.]
Effects of an Inquiry-Oriented Curriculum and Professional Development Program on Grade 7 Students&apos; Understanding of Statistics and on Statistics Instruction. Study Snapshot. REL 2021-055
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Statistics Education,Grade 7,Inquiry,Active Learning,Middle School Mathematics,Middle School Students,Faculty Development,Middle School Teachers,Probability,Statistics,Mathematics Instruction,Instructional Effectiveness,Units of Study,Urban Schools,Public Schools

Broward County Public Schools (BCPS) has identified low student achievement in statistics in the middle grades as a critical concern. It has also expressed concern that statistics instruction does not meet the level of cognitive complexity described in the state curriculum standards. This randomized controlled trial in 40 BCPS middle schools analyzed the extent to which the Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS) program--a 20-day curriculum unit designed to support teaching and learning of the state curriculum standards in probability and statistics at grade 7, along with four days of professional development for teachers--affects student understanding of statistics and statistics instruction compared with practice as usual. Key findings include: (1) Students in STEPSS program schools scored higher on the Levels of Conceptual Understanding in Statistics test than students in practice-as-usual schools; (2) Statistics instruction in STEPSS program schools received higher scores on the Instructional Quality Assessment than statistics instruction in practice-as-usual schools; and (3) Statistics instruction in STEPSS schools consistently involved the program's lessons provided in the statistics replacement unit. [For the full report, see ED610166. For the appendixes, see ED610168.]
Effects of an Inquiry-Oriented Curriculum and Professional Development Program on Grade 7 Students&apos; Understanding of Statistics and on Statistics Instruction. Appendixes. REL 2021-055
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-01-00
Type: Reports - Research
Subjects: Statistics Education,Grade 7,Inquiry,Active Learning,Middle School Mathematics,Middle School Students,Faculty Development,Middle School Teachers,Probability,Statistics,Mathematics Instruction,Instructional Effectiveness,Units of Study,Urban Schools,Public Schools,Costs,Eligibility,Conventional Instruction,Fidelity,Measures (Individuals)

These are the appendixes for the report &quot;Effects of an Inquiry-Oriented Curriculum and Professional Development Program on Grade 7 Students' Understanding of Statistics and on Statistics Instruction.&quot; This cluster-randomized controlled trial compared the Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS) program--a 20-day curriculum unit designed to support teaching and learning of the state curriculum standards for statistics and probability in grade 7, along with four days of professional development for teachers--with practice-as-usual probability and statistics instruction and teacher professional development. The two primary outcomes of interest were student understanding of statistics and classroom instruction in statistics. Two appendices are included in the document: (1) About the study; and (2) Study data and data analysis. [For the full report, see ED610166. For the study snapshot, see ED610167.]
The Competencies of Science Teacher: A Delphi Study
Author: Sever, Demet
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Science Teachers,Delphi Technique,Classification,Science Curriculum,Teaching Methods,Science Process Skills,Psychological Patterns,Educational Technology,Technological Literacy,Communication Skills,Psychomotor Skills,Foreign Countries

In this study, the authors aim to identify the competencies of science teachers based on the opinions of experts in the field. The Delphi technique was used to attain consensus among experts on science education through 3 rounds with 13 experts from 13 different universities. In the first round of the Delphi technique, open-ended questions sent to the expert group, which were created after a detailed literature review about teacher competencies. Descriptive analysis was applied for the qualitative data obtained at the end of first round. As a result of the analysis, a 5-point Likert-type questionnaire consisting of 172 items in 10 categories was prepared. The questionnaire was sent to the experts in the second round. The experts indicated their participation levels for each item. The data obtained at second round were analyzed by quantitative methods. In the third round, the results of the analysis from the second round were sent to the experts and they were asked to re-evaluate their responses in the previous round by considering other experts' opinions. By the conclusion of the third round, 161 items referring to competencies of science teachers were identified and categorized into competencies for the science curriculum, competencies to improve students' cognitive characteristics, competencies to improve students' affective characteristics, competencies to improve students' psychomotor abilities, competencies for the objectives of the science curriculum, competencies for the content of the science curriculum, competencies for the learning-teaching process in science, competencies for evaluation in science, competencies for instructional technologies, and competencies for effective communication.
Green Consumerism in Environmental Learning: 7th-Grade Students Pro-Environmental Behavior in Science Subject
Author: Ichsan, Ilmi Zajuli
Date: 2020-00-00
Type: Journal Articles
Subjects: Consumer Economics,Environmental Education,Junior High School Students,Grade 7,Science Education,Biology,Relevance (Education),Public Schools,Energy Conservation,Recycling,Transportation,Social Behavior,Consciousness Raising,Teacher Role,Foreign Countries

Science education in the 21st century including biology learning at the level of Junior High School requires a more contextual implementation. Environmental learning topics such as green consumerism is a contextual topic in biology learning. Students must have high Pro-Environmental Behavior (PEB) to participate in protecting the environment. The purpose of this study was to measure the PEB of students at the 7th-grade level. The research method used descriptive with survey data collection techniques. The study was conducted in November-December 2018 at State Junior High School 1 South Tambun, West Java, Indonesia. A total sample of 135 students in 7th grade was selected by simple random sampling. The results showed there were six PEB indicators based on Green Consumerism that were Energy Conservation (86.37), Transportation (56.67), Waste Avoidance (53.04), Daily Consumption (64.44), Recycling (58.89), Social Behavior (60.54). Among the six indicators, only energy conservation was categorized as very high, while the others are categorized as moderate. This study concluded that PEB students must be improved by various models, methods, and media in biology learning.
Ignored Discrimination in Schools: Tracking
Author: Tunç, Binali
Date: 2020-00-00
Type: Journal Articles
Subjects: Equal Education,Educational Discrimination,Foreign Countries,Track System (Education),Teacher Attitudes,Administrator Attitudes,Student Attitudes,High School Teachers,High School Students,Middle School Teachers,Middle School Students,Principals,Classification

This study examines tracking systems that are implicitly and explicitly implemented in schools in terms of discrimination in education. It also investigates how tracking is perceived by school principals, teachers and students, and qualitatively examines what they experience in the implementation of tracking. Comprising three principals, 12 students and 18 teachers, the study employed semi-structured interviews to find participants' views about tracking. The results revealed that school principals were more in favour of tracking than other participants. However, student participants were more focused on the downsides of tracking compared to others. Proponents of tracking argued that dividing students into homogeneous groups provided students with the opportunity to learn in line with their level of success. It was often emphasized that students were not able to improve sufficiently in mixed groups. One of the outstanding points was that tracking was perceived in terms of academic success and successful students. Rather than considering tracking as discrimination, classifying students was argued to result in better outcomes.
2018 West Virginia Health Sciences and Rural Health Report
Author: West Virginia Higher Education Policy Commission
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Access to Health Care,Public Health,Medical Schools,Health Sciences,Rural Areas,Community Health Services,Medical Education,Health Promotion,Licensing Examinations (Professions),Debt (Financial),Student Loan Programs,Graduate Medical Education,College Applicants,College Admission,Grade Point Average,Enrollment Trends,Tuition,Fees,In State Students,Out of State Students,College Entrance Examinations,Geographic Location,Intellectual Disciplines,College Graduates,Persistence,Primary Health Care,Recruitment,Health Personnel,Student Interests,Careers,Scholarships,Mentors

West Virginia's three state-funded medical schools enroll more medical students per capita than any other state in the country. Due to its large number of medical student slots, the state typically is able to offer all qualified West Virginians the opportunity to complete their medical education in the state. In the academic year 2017-2018, 41 percent of the 391 medical students who enrolled in the first year classes of the state's three medical schools were West Virginia residents. This report provides information on health sciences in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Exams; (3) Medical School Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention for Practice in West Virginia; (6) Other Health Professions; (7) Loans and Incentives; and (8) The Rural Health Initiative Program. [For the previous year's report, see ED610160.]
2019 West Virginia Health Sciences and Rural Health Report
Author: West Virginia Higher Education Policy Commission
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Access to Health Care,Public Health,Medical Schools,Health Sciences,Rural Areas,Community Health Services,Medical Education,Health Promotion,Licensing Examinations (Professions),Debt (Financial),Student Loan Programs,Graduate Medical Education,College Applicants,College Admission,Grade Point Average,Enrollment Trends,Tuition,Fees,In State Students,Out of State Students,College Entrance Examinations,Geographic Location,Intellectual Disciplines,College Graduates,Persistence,Primary Health Care,Recruitment,Health Personnel,Student Interests,Careers,Scholarships,Mentors

West Virginia's three state-funded medical schools enroll more medical students per capita than any other state in the country. Due to its large number of medical student slots, the state typically is able to offer all qualified West Virginians the opportunity to complete their medical education in the state. In the academic year 2018-2019, 45 percent of the 392 medical students who enrolled in the first year classes of the state's three medical school were West Virginia Residents. This report provides information on health sciences in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Exams; (3) Medical School Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention for Practice in West Virginia; (6) Loans and Incentives; and (7) The Rural Health Initiative Program. [For the previous year's report, see ED610172.]
2020 West Virginia Health Sciences and Rural Health Report
Author: West Virginia Higher Education Policy Commission
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Access to Health Care,Public Health,Medical Schools,Health Sciences,Rural Areas,Community Health Services,Medical Education,Health Promotion,Licensing Examinations (Professions),Debt (Financial),Student Loan Programs,Graduate Medical Education,College Applicants,College Admission,Grade Point Average,Enrollment Trends,Tuition,Fees,In State Students,Out of State Students,College Entrance Examinations,Geographic Location,Intellectual Disciplines,College Graduates,Persistence,Primary Health Care,Recruitment,Health Personnel,Student Interests,Careers,Scholarships,Mentors

West Virginia's three state-funded medical schools enroll more medical students per capita than any other state in the country. Due to its large number of medical student slots, the state typically is able to offer all qualified West Virginians the opportunity to complete their medical education in the state. In the academic year 2019-2020, 44 percent of the 392 medical students who enrolled in the first year classes of the state's three medical schools were West Virginia residents. This report provides information on health sciences in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Exams; (3) Medical School Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention for Practice in West Virginia; (6) Loans and Incentives; (7) The Rural Health Initiative Program; and (8) COVID-19 Response at West Virginia Colleges and Universities and Health Sciences Programs. [For the previous year's report, see ED610173.]
Environmentally Responsible Behavior and Naturalist Intelligence: Biology Learning to Support Sustainability
Author: Istiana, Rita
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Responsibility,Conservation (Environment),Sustainable Development,Biology,Science Education,Role of Education,Ecological Factors,Scientific Literacy,Natural Resources,Correlation,Student Behavior,Consciousness Raising,Parent Influence,Teacher Influence,Knowledge Level,High School Students,Foreign Countries

Biology learning needs to support sustainable development. This research was a quantitative-qualitative sequential explanatory mixed research. This research aimed to obtain information about the relationship between naturalist intelligence and environmental responsibility behavior. This research was conducted in February-August 2019. The quantitative research data were obtained by using a questionnaire, and the qualitative research data were obtained by doing interviews and observations. The data hypothesis was tested using a correlation test with the Product Moment Pearson formula. The result of this research showed that there was a positive relationship between naturalist intelligence and environmentally responsible behavior with regress equation Y[with circumflex] = 20.331 + 0,7524X, Correlation coefficient (r) = 0.66, and determination coefficient (r[superscript 2]) = 43.56%. it indicated that the interpretation value was strong. r[superscript 2] value means that 43.56% environmentally responsible behavior correlates by naturalist intelligence, and other factors influence 56.44% environmentally responsible behavior. Biology learning must provide innovations related to increasing students' knowledge about the environment. This study concludes that there is a correlation between the two variables.
Developing Inclusive Learners and Citizens: Activity Guide
Author: American Library Association (ALA), American Association of School Librarians (AASL)
Date: 2019-00-00
Type: Guides - General
Subjects: School Libraries,Inclusion,Learning Activities,Librarians,Reflection,Professional Development,Resources,Global Education,Citizenship Education,Diversity,Justice,Elementary Secondary Education

To aid school librarians in nurturing inclusive learning communities, AASL [American Association of School Librarians] tasked a 2019 ALA [American Library Association] Emerging Leaders team with developing a guide of reflection activities and resources based on the Include Shared Foundation in the National School Library Standards. The &quot;Developing Inclusive Learners and Citizens Activity Guide&quot; uses scenarios, activities, and resources to help learners and school librarians alike seek balanced perspectives, global learning, empathy, tolerance, and equity to support inclusive environments within and beyond the four walls of the school library. An infographic and applied framework further support application of these materials in professional development and instructional settings. This guide is a great example to any practitioner of how the AASL Standards can be used as a lens to address ANY school library issue! [This report was developed for the American Association of School Librarians by the 2019 ALA Emerging Leaders-Team A.]