ethanporcaro/eric-fulltext-meta huggingface dataset:
A Descriptive Analysis of Expanded Pathways to Graduation in New York State
Author: Lacireno-Paquet, Natalie
Date: 2019-01-00
Type: Reports - Research
Subjects: Graduation Requirements,Exit Examinations,Social Studies,Achievement Gap,Grade 9,High School Students,Student Characteristics,Educational Policy,Academic Standards,High Stakes Tests,Course Selection (Students),Required Courses,Humanities

The Regional Educational Laboratory Northeast and Islands (REL-NEI) partnered with the New York State Education Department (NYSED) to examine the pathways used by students to attain a Regents diploma at the outset of a new policy expanding those pathways in June 2015. Under the new 4+1 pathways policy, students could replace one of the two required social studies Regents exams with another approved assessment in one of several subjects to earn a NYSED-recognized Regents diploma. The analysis, based in part on assessment data that are not publicly available, shows that 2.3 percent of Regents earners in the 2013 cohort, those who were in grade 9 in the fall of 2013, earned their Regents diploma by replacing one of the two social studies Regents exams with another approved assessment. These data represent a snapshot of the initial stage of implementing the expanded pathways to graduation policy during which districts did not yet have complete procedures for data reporting fully in place. The results are estimates of the use of different pathways to a Regents' diploma, and therefore the results may understate the number of students using such pathways during this time period.
A Comparative Look at the Teacher Training Systems: Belgium - Flemish Community and Turkey
Author: Mutlu, Gülçin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Teacher Education Programs,Teacher Education Curriculum,Teacher Employment,Career Development,Inservice Teacher Education,Social Status,Teacher Evaluation,Accreditation (Institutions),Faculty Development,Unions,Evaluation Methods

This study aims to have a comparative look at the two countries, Belgium - Flemish Community and Turkey with regard to teacher training systems and qualitatively investigate the differences between these countries. The comparison themes for which these comparative analyses were based on were derived following a determination of the most prominent aspects of teacher education terminology. These themes include such education and teacher education related concepts as a) teacher education curriculum components, b) teacher employment, c) teacher career steps, d) in-service training, e) status of teachers and f) teacher evaluation. Comparative results were presented by means of the data gathered with regard to the above themes. The analyses indicated several differences between the teacher training systems of the two countries especially in relation to evaluation and accreditation of the teacher training programs, continuing Professional development options, teacher evaluation methods and functioning of the teacher unions. Thus, in the light of the results of this study, several recommendations were put forth about the potential problem areas in our local context, that is, Turkey and what could be done to overcome those in the field of education as a candidate state of the European Union.
Teacher Preferences in Content and Language-Focused Courses in Higher Education: The Case of Turkish EMI Students
Author: Karakas, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,Teacher Student Relationship,Preferences,English Teachers,Second Language Instruction,Second Language Learning,English (Second Language),Language of Instruction,Native Language,Non English Speaking

Turkish universities have adopted English as a means of instruction in teaching for quite some time now. Against such a linguistic transformation at universities, little research has been done on students' teacher preferences in EMI settings although researching students' teacher preferences has accumulated a bulk of literature in ESL/EFL research. Therefore, this study explores students' preferences for native and non-native English speaking teachers in content and language-focused courses. The data, gathered through questionnaires, indicate that most students do not make a specific preference for a particular group of teachers. Among the students showing a particular preference, more students were found to be geared towards native teachers to teach them content courses. The interview data, however, showed that many students overwhelmingly opted for non-native English teachers in content courses for various reasons, but with a marked preference for native English teachers in language-focused courses. The findings throw some light on the factors influencing students' preferences towards a particular group of teachers, offering some implications for teacher recruitment and the taken-for-granted assumptions about native and non-native English teachers.
Mental Health and Rural America: 1994-2005. An Overview and Annotated Bibliography
Author: Mohatt, Dennis F.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Mental Health,Rural Areas,United States History,Government Role,Federal Government,State Government,Local Government,Access to Health Care,Substance Abuse,Health Services,Delivery Systems,Labor Force Development,Epidemiology,Public Health,Mental Disorders

This document provides a comprehensive overview and annotated bibliography, and is focused upon the period of 1994-2005. Beyond the challenges, the opportunities captured and unique solutions are also reported. This third edition of &quot;Mental Health and Rural America: 1994-2005&quot; seeks to concisely present a comprehensive summary of the current knowledge base around mental health issues in rural and frontier America. Rural America is a diverse environment in every way, including its cultures, landscapes, and economies. There is &quot;no one rural&quot;, but there are many rural myths. This book will provide the reader with an array of information to begin to help understand the facts of rural mental health today at the beginning of the 21st Century. &quot;Mental Health and Rural America: 1994-2005&quot;, provides a solid resource to assist Federal, State, and local efforts to improve quality mental health and substance use policy and services for rural America.
Policy Statement on Family Engagement from the Early Years to the Early Grades
Author: US Department of Health and Human Services
Date: 2016-05-05
Type: Reports - Descriptive
Subjects: Family Involvement,Early Childhood Education,Family School Relationship,Child Development,Parent Teacher Cooperation,Child Care,Early Intervention,Primary Education,Educational Policy,Family Needs,Well Being,Block Grants,Home Visits,Community Health Services,Barriers,Grants,Federal Aid,Federal Legislation,Disabilities,Educational Legislation,Equal Education,Resource Allocation,Family Programs,Information Dissemination

This policy statement from the U.S. Departments of Health and Human Services (HHS) and Education (ED) provides recommendations to early childhood systems and programs on family engagement. Family engagement refers to the systematic inclusion of families in activities and programs that promote children's development, learning, and wellness, including in the planning, development, and evaluation of such activities, programs, and systems. For family engagement to be integrated throughout early childhood systems and programs, providers and schools must engage families as essential partners when providing services that promote children's learning and development, nurture positive relationships between families and staff, and support families. The term &quot;family&quot; as used in this statement is inclusive of all adults who interact with early childhood systems in support of their child, to include biological, adoptive, and foster parents; grandparents; legal and informal guardians; and adult siblings. Early childhood systems include child care options, Head Start and Early Head Start, early intervention programs, preschool programs, and elementary school from kindergarten through third grade. Providers include teachers and paraprofessionals in schools, preschools, and Head Start and Early Head Start classrooms; child-care providers, early intervention service providers; related service personnel; comprehensive services staff; and other professionals that work directly with children in early childhood systems. The Departments recognize the critical role of family engagement in promoting children's success in early childhood systems and programs. As such, both agencies have developed research-based family engagement frameworks to guide the development of effective family engagement policies and practices: HHS's Head Start Parent, Family, and Community Engagement Framework and ED's Dual Capacity-Building Framework for Family-School Partnerships (see Appendix). This policy statement identifies common principles from these frameworks that drive effective family engagement across early childhood systems and programs.
Authorizer Practices: What&apos;s Working and What&apos;s Not. A Qualitative Analysis of Authorizer Evaluations
Author: Rausch, M. Karega
Date: 2017-03-00
Type: Reports - Research
Subjects: Charter Schools,Governance,Educational Administration,Institutional Evaluation,Decision Making,Accountability,Standards,Management Systems,Institutional Autonomy,Organizational Effectiveness,Administrative Organization

Improving the quality of charter school authorizing is critical for improving the quality of charter schools and the outcomes experienced by students and communities. As every charter school has an authorizer, improvement in authorizing has the power to be among the most significant catalysts in creating many more high-quality schools and closing persistently failing schools that do not prepare students for future learning, civic participation, and workforce demands. The National Association of Charter School Authorizers' (NACSA's) research and evaluation division conducted a thematic qualitative analysis of those evaluations. The analysis was designed to identify common strengths and weaknesses and ultimately to provide empirically based and detailed findings on specific practices authorizers are using across the country. It is anticipated that authorizers, NACSA, and other entities interested in improving authorizing will use these findings to design better technical assistance activities, professional development engagements, tools, templates, and other approaches that ultimately lead to a stronger sector of charter schools.
Enrollment and Employees in Postsecondary Institutions, Fall 2017; and Financial Statistics and Academic Libraries, Fiscal Year 2017: First Look (Provisional Data). NCES 2019-021Rev
Author: Ginder, Scott A.
Date: 2019-01-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,School Personnel,Postsecondary Education,Educational Finance,Academic Libraries,Human Resources,Student Characteristics,Income,Expenditures,Library Materials,Undergraduate Students,Graduate Students,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Tuition,Fees,Salaries,Tables (Data)

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This First Look presents findings from the provisional data of the IPEDS spring 2018 data collection, which included four survey components: Fall Enrollment and Human Resources at postsecondary institutions during fall 2017 and Finance and Academic Libraries for the 2017 fiscal year. Data for all components were collected through the IPEDS web-based data collection system. This First Look provides users with access to fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2018-19). The purpose of this report is to introduce new data through tables containing descriptive information, such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS. [For the previously released preliminary data, see &quot;Enrollment and Employees in Postsecondary Institutions, Fall 2017; and Financial Statistics and Academic Libraries, Fiscal Year 2017. First Look (Preliminary Data). NCES 2019-021,&quot; ED589739.]
Barriers to Parent-School Involvement for Early Elementary Students. Stats in Brief. NCES 2017-165
Author: Redford, Jeremy
Date: 2019-01-00
Type: Reports - Research
Subjects: Barriers,Parent Participation,Parent School Relationship,Primary Education,Elementary School Students,Institutional Characteristics,Student Characteristics,Family Characteristics,Racial Differences,Ethnicity,Socioeconomic Status,Poverty,Parent Background,Educational Attainment,Employment Level,Language Usage,Minority Group Students,Racial Composition

The purpose of this report is to describe basic descriptive statistics on barriers to parent-school involvement data that are available using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The brief begins by examining the level of parents' involvement in activities in their children's schools and the specific types of activities in which they participated when their children were enrolled in school. Then, it describes the types of barriers to participation that parents face. Finally, the brief focuses on children whose parents have low involvement, showing how the barriers to involvement differ across child, family, and school characteristics. Similar to previous National Center for Education Statistics (NCES) reports, this Statistics in Brief compares parent-school involvement by the following child, family, and school characteristics: students' race/ethnicity, household poverty status, parents' highest level of education, family type, parent labor force status, students' primary home language, school type, and school minority enrollment.
Evaluation of the Quality Elementary Science Teaching (QuEST) Discovery Research K-12 Grant: Annual Report for Year 4
Author: Bousselot, Tracy
Date: 2017-07-30
Type: Reports - Evaluative
Subjects: Elementary School Science,Science Instruction,Science Education,Science Teachers,Grants,Program Evaluation,Faculty Development,Program Design,Program Implementation,Summer Programs,Institutes (Training Programs),Summative Evaluation,Teacher Attitudes,Teacher Qualifications,Self Efficacy,Program Effectiveness,Instructional Improvement

The Quality Elementary Science Teaching (QuEST) program is designed to deliver high-quality professional development (PD) in science content to elementary school teachers. QuEST includes both content and pedagogical instruction combined with a controlled teaching experience situated within a larger professional development context. The design of the PD is meant to provide meaningful and sustained changes in teachers' knowledge and practice, in turn leading to improvements in student learning. Through better understanding of how various settings for teacher learning give rise to different kinds of knowing, the aim of the QuEST project is to develop a scalable model for implementing situated PD. The overarching goals of this four-year National Science Foundation-funded Discovery Research K-12 project include the following: (1) Implement a high-quality situated PD model for K-6 teachers in science; (2) Conduct a comprehensive and rigorous program of research to study the impacts of this model on teacher and student learning; (3) Disseminate project outcomes to a variety of stakeholders to produce broader impacts. This report focuses on the evaluation activities in Year 4 of the grant, which began with the observations of the 2016 summer institute and concludes with the end-of-year teacher survey in April and May 2017.
What Really Makes Secondary School Students &quot;Want&quot; to Study Physics?
Author: Yannis, Hadzigeorgiou
Date: 2017-12-00
Type: Journal Articles
Subjects: Physics,Science Education,Junior High School Students,High School Students,Student Attitudes,Foreign Countries,Learning Motivation,Grounded Theory,Self Concept,Diaries,Relevance (Education)

This paper reports on a mixed-methods study with high school students. The study focused on the reasons they give with regard to &quot;what they find interesting about their physics lesson&quot; and &quot;what makes them want to study their physics lesson&quot; during a school year. The sample consisted of 219 students, who attended public high schools, located in various geographical regions of Greece. Journal entries made by all students--that is, students from junior high and senior high schools--were content-analyzed through a grounded theory approach. A total of eight categories were identified. Quantitative differences between these categories, and between the two groups of students, were also identified. Even though some of the identified categories are well-known motivators in science education, three specific categories deserve particular attention: &quot;connection to one's own self&quot;, &quot;purpose&quot;, and &quot;utility&quot;. Notwithstanding the limitations of the present research design (i.e., volunteer sample, lack of standardization in students' and especially in teachers' activities), these categories, along with two quantitative indicators--that is, number of journal entries and student percentages--challenge us to rethink what makes the ideas of science, especially those of physics, meaningful or simply relevant to the life of the students.
On Track or Falling Behind? How States Include Measures of 9th Grade Performance in Their ESSA Plans
Author: Achieve, Inc.
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Statewide Planning,State Policy,Educational Policy,Program Implementation,Federal Legislation,Educational Legislation,Accountability,Data Collection,Educational Assessment,Grade 9,Academic Achievement,Educational Indicators,Learner Engagement,At Risk Students,Identification,Graduation Requirements

There is a growing body of research that suggests the first year of high school is a critical transition point for students. It also finds course-taking and successful completion of those courses in 9th grade to be valuable predictors of students' success in high school. The Every Student Succeeds Act (ESSA) provides states an opportunity to rethink their accountability and data systems, and states now have an opportunity to incorporate other measures of student achievement, including those that are traditionally part of state early warning systems. Some states have taken the lead in considering early warning systems as they have developed their ESSA plans, and are including on track to graduation as an accountability indicator. Another small group of states collects on-track data, and publicly reports it, but stops short of including it in the federal accountability system. This brief summarizes where states are in using these indicators and incorporating them into their new accountability systems.
Students with Disabilities &amp; Chronic Absenteeism. NCEO Brief. Number 15
Author: Cortiella, Candace
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Disabilities,Attendance Patterns,Educational Legislation,Equal Education,Federal Legislation,Civil Rights Legislation,At Risk Students,Elementary Secondary Education,Suspension,School Policy,Dropout Rate,Academic Achievement,Barriers

Chronic absenteeism is a measure of how many students miss a defined number of school days for any reason--excused, unexcused, suspension. Many states define chronic absenteeism as the number and percentage of students missing 10 percent or more of their school days in a year. The purpose of this Brief is to provide information about chronic absenteeism and possible implications for students with disabilities when a state selects it as a measure of school quality or student success. It highlights both the benefits and potential risks in light of requirements in the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), and the Americans with Disabilities Act (ADA). The Brief also suggests actions that states might consider taking to address chronic absences among students with disabilities at the state and local levels as they work to include this new measure in accountability systems. For purposes of this Brief, students with disabilities are those eligible for special education and related services under IDEA.
2015-16 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities. NCEO Report 407
Author: Albus, Deb A.
Date: 2018-00-00
Type: Reports - Research
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Elementary Secondary Education,Educational Assessment,Achievement Gap,Information Dissemination,Alternative Assessment,English Language Learners,Academic Standards,Academic Achievement,Elementary School Students,Middle School Students,High School Students,Individualized Education Programs,Academic Accommodations (Disabilities)

Reporting assessment results to the public has been a part of the Elementary and Secondary Education Act (ESEA) since the early 1990s, with the reauthorization of ESEA as the Improving America's Schools Act in 1994. In 1997, the Individuals with Disabilities Education Act (IDEA) included this requirement to make sure that assessment participation and performance were reported publicly for students with disabilities who received special education services. The purpose of this report is to examine the extent to which states reported 2015-16 assessment data for students with disabilities &quot;to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,&quot; as required by IDEA (Wiley, Thurlow, &amp; Klein, 2005). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations.