ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Internationalization of Higher Education in Turkey: The Meaning and Current Policies
Author: Eriçok, Baris
Date: 2022-00-00
Type: Journal Articles
Subjects: International Relations,Higher Education,Foreign Countries,Educational Policy,Educational Quality,Educational Research,Human Resources,Diversity,Foreign Policy,Foreign Students,Intercultural Communication

In the present study, the issue under scrutiny is the meaning and current policies of the internationalization of higher education (HEI) in Turkey. This research is a descriptive case study and the data were collected through document analysis. The documents analyzed within the scope of the study are as follows: &quot;Internationalization Strategy Document in Higher Education 2018-2022 (CoHE, 2017)&quot;; &quot;Research Project Report on Making Turkish Universities an Attraction Center for International Students in the Framework of Internationalization of Higher Education (Kadioglu &amp; Özer, 2015)&quot;; &quot;Growth, Quality, Internationalization: A Roadmap for Higher Education in Turkey (Çetinsaya, 2014)&quot;, &quot;10th Development Plan 2014-2018 (T.R. Ministry of Development, 2013)&quot; and &quot;11th Development Plan 2019-2023 (T.R. Presidential Strategy and Budget Department, 2019)&quot;. The content analysis method was used to analyze the data. The available evidence seems to suggest that the internationalization of higher education in Turkey has academic meanings in the sub-dimensions of education/training, institutional quality, research/publication, and human resources; cultural meanings in the sub-dimensions of cultural ambassador, diversity, and integration; political meanings in foreign policy, soft power, political closeness sub-dimensions and, finally, economic meanings in the sub-dimensions of human resources, growth, global competition, and economic mobility. There is overwhelming evidence corroborating the notion that the policies of recognition and visibility, mobility, internationalization, strategic planning, and student opportunities have been applied to the internationalization of higher education in Turkey. Overall, this study strengthens the need for the Internationalization of Higher Education Working Committee, which comprises all the stakeholders under one roof. The current data highlight the importance of continuous efforts to make the faculty members, students, and administrative staff competent in foreign languages.
30 Years Strong: 2021 Year in Review
Author: National Alliance for Public Charter Schools
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Law,Educational Policy,Policy Formation,Educational History,Capacity Building,Advocacy,School Administration,Institutional Characteristics,Student Characteristics,Geographic Regions,Educational Finance,Federal Aid,Public Schools,Minority Group Students,School Districts,Enrollment Trends,State Policy,Accountability,Awards,Communities of Practice,Instructional Leadership,National Organizations,Elementary Secondary Education

In 2021, the National Alliance for Public Charter Schools celebrated 30 years since the passage of the first charter school law, influenced policies at the federal and state levels, secured $440 million for the federal Charter Schools Program, and expanded our policy priorities, among many other activities. Check out our annual report to reflect on how far we've come in the past 30 years and what all we accomplished in 2021. [For the 2020 annual report, see ED616158.]
The Charter Schools Program: 2022 CSP Impact Report
Author: National Alliance for Public Charter Schools
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,Federal Aid,Elementary Secondary Education,Educational Finance,Educational Quality,School Choice,Community Involvement,Accountability,COVID-19,Pandemics,African American Students,Hispanic American Students,Low Income Students,Grants,Trauma Informed Approach

The Charter Schools Program (CSP) is the nation's only source of dedicated federal funding to support the creation, expansion, and replication of public charter schools. At its fiscal year 2022 funding level of $440 million, the CSP amounts to less than 1% of federal spending on K-12 education but has a significant impact on the communities that charter schools serve. This annual report explores the impact of the CSP on communities around the country and makes the case for increased funding for the program. In the report, we explain the charter school model, offer a brief history of the CSP, profile inspiring grantees, and address persistent misconceptions. Charter schools are a vital part of the public school ecosystem, and by advocating for the CSP, we can help more students have access to a public school that meets their unique needs. [For &quot;30 Years Strong: 2021 Year in Review,&quot; see ED625564.]
Training ESP College Students in Electronic Searching
Author: Al-Jarf, Reima Saado
Date: 2002-10-00
Type: Reports - Research
Subjects: Females,Graduate Students,Search Strategies,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,English for Special Purposes,Databases,Student Attitudes,Online Searching,Training Methods,Doctoral Students,Program Development

150 female graduate students at King Saud University, Riyadh, Saudi Arabia were interviewed. Since most students are not proficient in English, they are required to take an English for Specific Purposes (ESP) course when admitted to the M.A. and Ph. D. programs, as locating information in specialized journals is required for their assignments, term papers and theses. Results indicated that 13% of the students use search engines like Google and AltaVista to locate information and fewer than 1% can search the ERIC database. Although the main library at King Saud University has 28 full-text databases and 30 databases on CD-ROM, no training programs or short courses are offered by the library, Computer or Language Center. Female graduate students have expressed a desire and a need to acquire electronic searching skills. Therefore, this study recommends that a program be especially designed to train ESP students in electronic searching. Components of the training program such as electronic searching course content, training requirements, scheduling, training methods, funding, trainers, and assessment are described.
Use of SharePoint as a Learning Management System by KSU Faculty
Author: Al-Jarf, Reima
Date: 2009-04-00
Type: Reports - Research
Subjects: Learning Management Systems,College Faculty,Computer Software,Teacher Attitudes,Electronic Publishing,Collaborative Writing,Web Sites,Teaching Methods,Discussion (Teaching Technique),Technological Literacy,Faculty Development,Foreign Countries,Universities,Faculty Publishing,Conference Papers,Instructional Materials

King Saud University (KSU) launched the SharePoint Server in September 2007. A website was created for each faculty and all faculty had to upload their publications, conference presentations and course materials. Since SharePoint is also a Learning Management System (LMS) with tools such as forums, blogs, wikis, a calendar, announcements, RSS feed, surveys, the present study aims to find out the percentage of KSU faculty utilizing those SharePoint LMS tools and the factors affecting their utilization. It was found that the KSU faculty have utilized the SharePoint's course tool to upload their course materials, exams, students' projects, Internet websites related to their courses. However utilization of the SharePoint LMS tools such as wikis, forums or blogs for instructional purposes is almost lacking. No training is provided in the SharePoint LMS tool utilization as they are considered of secondary importance.
Social Emotional Learning in Middle School: Developing Evidence-Based Programs. Occasional Paper. RTI Press Publication OP-0075-2207
Author: Rosen, Jeffrey A.
Date: 2022-07-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,Evidence Based Practice,Middle School Students,Program Effectiveness,Student Needs,Early Adolescents,Social Development,Emotional Development,Comprehensive Programs,Culturally Relevant Education,Adolescent Development,Equal Education

This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students' SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students.
Investing Equitably in School Facilities. Policy Update. Vol. 29, No. 7
Author: Blanco, Megan
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: Equal Education,Educational Finance,Educational Facilities,Educational Facilities Improvement,Educational Facilities Planning,State Aid,Federal Aid,Elementary Secondary Education,Emergency Programs,COVID-19,Pandemics,Grants

Poor indoor environmental quality impairs student health and decreases academic performance, yet many school facilities are in disrepair, creating subpar learning conditions. In a 2020 national survey, half of U.S. school districts reported needing to update or replace at least two building systems in many schools. Among the most common unmet repair needs are for heating, ventilation, and air conditioning (HVAC) systems, plumbing, interior lighting, roofing, and security. Proper ventilation is of particular concern in managing COVID-19, an airborne virus, yet 30 percent of schools have unmet HVAC repair or replacement needs. This policy update examines how states have tried to improve school infrastructure.
Teachers and School Climate: Effects on Student Outcomes and Academic Disparities. Working Paper No. 274-1022
Author: Backes, Ben
Date: 2022-10-00
Type: Reports - Research
Subjects: Elementary School Students,Secondary School Students,Educational Environment,Teacher Behavior,Student Evaluation of Teacher Performance,Classroom Environment,Teacher Influence,Outcomes of Education,Student Experience,Academic Achievement,Achievement Gap,Achievement Gains,Student Attitudes

Student-teacher relationships are at the core of student experiences in schools and, arguably, fundamental to influencing student outcomes. Using a statewide, student-level school climate survey from Massachusetts, we investigate teachers' contributions to school climate, which we refer to as climate value added (VA), and how it varies by student race/ethnicity. We first show that climate VA contributes to student learning: Teachers whose students report positive feelings about climate also contribute more to student test scores and to an aggregate of nontest student outcomes (student absences, suspensions, and grade progression). And teachers identified by students of color as contributing to better school climate have outsize effects on learning gains for these students. Differences in teachers' climate effects across racial/ethnic groups are largest on topics aligned with cultural competency, school participation, and comfort with faculty. Lastly, we find that Black students assigned to Black teachers report better school climate than Black students assigned to other teachers.
The Challenges of Implementing Academic COVID Recovery Interventions: Evidence from the Road to Recovery Project. Working Paper No. 275-1222
Author: Carbonari, Maria V.
Date: 2022-12-00
Type: Reports - Research
Subjects: School Districts,COVID-19,Pandemics,Educational Change,Intervention,Change Strategies,Low Achievement,Achievement Gains,Mathematics Achievement,Emergency Programs,Federal Aid,Minority Group Students,Poverty,Low Income Students,Reading Achievement,Program Implementation

In this paper we examine academic recovery in 12 mid- to large-sized school districts across 10 states during the 2021-22 school year. Our findings highlight the challenges that recovery efforts faced during the 2021-22 school year. Although, on average, math and reading test score gains during the school year reached the pace of pre-pandemic school years, they were not accelerated beyond that pace. This is not surprising given that we found that districts struggled to implement recovery programs at the scale they had planned. In the districts where we had detailed data on student participation in academic interventions, we found that recovery efforts often fell short of original expectations for program scale, intensity of treatment, and impact. Interviews with a subsample of district leaders revealed several implementation challenges, including difficulty engaging targeted students consistently across schools, issues with staffing and limitations to staff capacity, challenges with scheduling, and limited engagement of parents as partners in recovery initiatives. Our findings on the pace and trajectory of recovery and the challenges of implementing recovery initiatives raise important questions about the scale of district recovery efforts.
Teachers and Students&apos; Postsecondary Outcomes: Testing the Predictive Power of Test and Nontest Teacher Quality Measures. Working Paper No. 270-1022
Author: Backes, Ben
Date: 2022-10-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Measurement Techniques,Outcomes of Education,Attendance Patterns,Grades (Scholastic),School Effectiveness,Educational Quality,Teacher Competency Testing,Graduation Rate,College Attendance,Middle School Students,High School Students,Grade 10,Grade 7,Grade 8

We examine how different measures of teacher quality are related to students' long-run trajectories. Comparing teachers' &quot;test-based&quot; value-added to &quot;nontest&quot; value-added -- based on contributions to student absences and grades -- we find that test and nontest value-added have similar effects on the average quality of colleges that students attend. However, test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution such as attending a more selective college, while nontest measures have more explanatory power for whether students graduate from high school and enroll in college at all.
Improving Trauma-Informed Education: Responding to Student Adversity with Equity-Centered, Systemic Support
Author: Gherardi, Stacy
Date: 2022-11-00
Type: Information Analyses
Subjects: Trauma Informed Approach,Trauma,Stress Variables,Problems,Barriers,Student Experience,Equal Education,Systems Approach,Youth,Early Experience,Program Implementation,Educational Policy,Educational Environment

Today's youth suffer through challenges on multiple fronts. Alongside the COVID-19 pandemic and its related social and educational fallout, they've experienced trauma from increasingly frequent school and community violence, homelessness, family separation related to immigration, and sustained child poverty. Exposure to these and other traumas triggers health, psychological, social-emotional, behavioral, and educational harms. In response, and as part of efforts to increase holistic support for students, educators and policymakers have sought to implement educational practices that increase awareness of and responsiveness to the impact of trauma while preventing future trauma. This policy brief explores both the promise and challenges of trauma-informed education, suggesting that it may be best designed as a systemwide commitment, rather than an intervention, and that the concept of equity-centered trauma-informed education may offer a productive path to addressing the conceptual and implementation challenges involved.
Education Drives State and Federal Elections in 2022. Policy Update. Vol. 29, No. 10
Author: Hedger, Joseph
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Politics of Education,Elections,School Budget Elections,State Boards of Education,State Officials,State Supervisors,Superintendents

Politically charged education issues roiled the 2022 races for seats on state boards of education, yet none of the boards flipped partisan control. However, majority parties expanded their representation on boards in Colorado, Kansas, and Utah so far. Of the 63 seats on the ballot for 12 state boards, 35 incumbent candidates were reelected. This policy update discusses elected state boards, the impact of governors' elections, elected state chiefs, ballot measures, and what is next.
Credential Stacking to Degree Pathways. Policy Brief
Author: Kuneyl, H. M.
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Credentials,Postsecondary Education,Educational Certificates,Academic Degrees,Noncredit Courses,Equal Education,Access to Education

As the 21st century job market continues to advance, more jobs are requiring post-secondary training. Currently less than fifty percent of the United States population has a post-secondary degree or credential (Duke-Benfield et al., 2019). Thus, there is a need for expanding pathways to higher education to meet the needs of a changing workforce. Credential stacking is the idea of allowing post-secondary education to be segmented into manageable portions that can be earned in sections that build or &quot;stack&quot; onto one another (Willson, 2016). This modular model of education gives students more ability to modify their educational goals to meet their current needs and career interests (Perea, 2020). This policy brief discusses the need to expand credential stacking pathways in higher education to not only meet the needs of a changing workforce but also provide increased social mobility opportunities for racially minoritized adult learners.
Building Trauma-Informed School Systems. Policy Update. Vol. 29, No. 3
Author: Pierrottet, Celina
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Teachers,Posttraumatic Stress Disorder,Trauma,Trauma Informed Approach,Teacher Education,Self Management,Faculty Development,Mental Health Programs,Skill Development,Knowledge Level,Student Needs,Work Environment,Stress Variables,State Programs

Teachers need training and support to address the secondary traumatic stress (STS) they may experience as well as identify and address students' trauma. To ensure that all teachers can do both, state leaders need to embed trauma-informed practices in mandated teacher training on trauma and self-care. A trauma-informed education system will ensure that teachers receive professional development before and after they enter the profession, self-care resources, and access to mental health services. Training should focus on developing knowledge and skills to address student needs, as well as addressing teachers' self-care and work stressors.
Preparing School Leaders for Crises. Policy Update. Vol. 29, No. 4
Author: Davis-Vaught, Pamela
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Principals,School Administration,Administrators,Crisis Management,COVID-19,Pandemics,Educational Policy,Leadership Effectiveness,State Action,Research,Faculty Development

The school years touched by the pandemic tested the mettle of school leaders in unprecedented ways. While many had weathered crises of varying magnitudes before it, COVID-19 was the longest, most widespread test of school principals and administrators' skills in managing schools in crisis conditions. When supported in gaining decision-making skills that can be honed with time, experience, and training, principals can continue to serve their students and communities and be a model for the educators they lead. This policy update discusses research on effective leadership, state efforts, and recommendations.
Engaging Youth in Education Policymaking. Policy Update. Vol. 29, No. 6
Author: Pierrottet, Celina
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: State Boards of Education,Advisory Committees,State Policy,Educational Policy,Student Participation,Student Leadership,Student Role,State Government,Student Empowerment,Capacity Building,Cooperation,Citizen Participation

As of 2022, more than 400 students serve as members of state boards of education or state advisory councils in 33 states. Over the last five years, eight states have added at least one student member on their board, a state student advisory council, or a combination of board membership and advisory council. Although the number of students engaged in state policymaking in this manner has grown nationally, 18 states lack any student representation. More can be done to build on the momentum toward elevating student voice and leadership.
Addressing the Impact of COVID-19 on Multilingual Learners and Their Social and Emotional Well-Being
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Bilingual Students,At Risk Students,Well Being,Mental Health,Physical Health,Attendance,Distance Education,School Closing,Economic Impact,Student Needs,Coping,Barriers,English Language Learners,Multilingualism,Intervention,Family School Relationship,Family Needs,Community Resources

For multilingual learners (MLs) and their families, the COVID-19 pandemic has had disproportionate and inter-related consequences for their economic stability, educational opportunities and outcomes, and social, emotional, physical, and mental well-being. Supportive learning environments and conditions may help students overcome the negative effects of adverse experiences, such as those MLs faced during the pandemic. As in-person instruction continues, schools and districts should continue to take action to support the social and emotional well-being of MLs. This publication examines the areas of impact of MLs and COVID-19 and recommendations of how they can be supported in schools.
The Level of Job Performance, Job Satisfaction, Personality Traits and Leadership Behaviors That Influence the Performance of the Physical Education Teachers at the Secondary Schools in Selangor
Author: Khalid, Abdullah
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Secondary Schools,Teacher Effectiveness,Job Satisfaction,Personality Traits,Leadership Styles,Job Performance,Teacher Motivation,Teacher Role,Self Concept

This article is designed to enhance understanding about how job characteristics motivate physical education teachers. This is an important area of research because Ministry of Education Malaysia invest so much time and money into the creation and development of their physical education teachers and it is important to understand how the work they do relates to their motivation. We applied the organizational behavior concepts of the Job Characteristics Model developed by Hackman and Oldham (1975) to physical education teachers in order to better understand the work of physical education teachers and raise awareness of this important gap in the literature. Our hope is that the proposed research agenda will spark interest in and contribute to the legitimacy of physical education as a field of research.