ethanporcaro/eric-fulltext-meta huggingface dataset:
High School-to-College Transition Courses: A Typology of Design Choices
Author: Barnett, Elisabeth A.
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Transitional Programs,College Readiness,At Risk Students,Remedial Instruction,Community Colleges,Stakeholders,Program Design,Courses,Mathematics Instruction,English Instruction,Teaching Methods,Learner Engagement,Credits,Teacher Selection,Costs,Sustainability,Program Effectiveness,College School Cooperation

Increasing numbers of high schools are offering senior-year transition curricula in math and English to better prepare graduating students for college. These transition curricula are typically full-year, high school credit-bearing courses taken by students at risk of being placed into developmental (also known as remedial) courses upon enrollment in college. In many cases, students who successfully complete a transition course are officially designated as &quot;college ready&quot; and therefore bypass developmental education altogether. Educators who are interested in developing transition courses currently have limited information about how others have done so. Based on the experiences of those who have developed or overseen transition courses, this brief provides a typology of transition course design options for those thinking about how to best plan and implement these offerings. Among other topics discussed, the brief considers alternative course goals, curricular and instructional approaches, which kinds of students are targeted for course enrollment, mechanisms for determining college readiness, and teacher supports. The information shared here is based on research carried out in the 2017-18 academic year by the Community College Research Center. CCRC researchers conducted interviews with key stakeholders--generally high school and college personnel who have helped to develop transition courses or others who are knowledgeable about them--from 12 randomly selected states, chosen from among states previously identified as having implemented transition curricula statewide or in local settings (see Fay, Barnett, &amp; Chavarín, 2017). The authors also sought out resources available online and used relevant literature to create this typology.
2017/18 Annual Service Plan Report
Author: Ministry of Education (British Columbia)
Date: 2018-06-22
Type: Reports - Evaluative
Subjects: Foreign Countries,Annual Reports,Educational Practices,Elementary Secondary Education,Governance,Educational Legislation,Educational Policy,Standards,Enrollment Trends,Public Schools,Private Schools,Curriculum Development,Educational Facilities Improvement,Seismology,Expenditures,Educational Finance,Income,Budgets,Educational Objectives,Outcomes of Education

The Ministry of Education role is to provide leadership and funding to the K-12 education system, through governance, legislation, policy and standards in British Columbia. It places student success at the centre of its mandate, by continually focusing on improving results and ensuring equity of access and outcomes for all learners. This year more than 640,000 students attended public and independent schools, eager to develop their skills, explore their passions and discover their full potential. During this time, a new curriculum is being rolled out and the government continues to support student learning by building, upgrading and expanding schools throughout the province. Under British Columbia's Seismic Mitigation Program, 170 schools have been upgraded, or replaced. Over the next 3 years the government will invest almost $2 billion in capital expenditures on schools and seismic funding. The &quot;2017/18 Annual Service Plan Report&quot; compares the Ministry's actual results to the expected results identified in the &quot;2017/18-2019/20 Service Plan&quot; created in September 2017.
NYS PROMISE Case Management: A Field Guide for Case Managers and Family Coaches. Version 3.0
Author: Blessing, Carol
Date: 2018-04-05
Type: Guides - Non-Classroom
Subjects: Caseworker Approach,Intervention,Delivery Systems,Special Education,Disabilities,Equal Education,Educational Legislation,Federal Legislation,Civil Rights Legislation,Self Determination,Planning,Coordination,Data Collection,Case Records,Counseling,Crisis Management,Family Involvement,Advocacy,Safety,Career Development,Employment,Juvenile Justice,Community Involvement,Health Insurance,Adults,State Programs

Case management services under NYS PROMISE are provided by a robust and diverse network of case managers and family coaches. Case managers work predominantly with youth in the research demonstration sites, while family coaches work exclusively with the families of intervention group youth enrolled in NYS PROMISE through regional Parent Training Centers. Regardless of the title of the practitioner, or their organizational placement, they provide similar critical care, coordination and access to the core services and supports provided under the NYS PROMISE intervention, as well as information and referral for other needed services and supports. In addition, they provide intermittent &quot;light touch&quot; data gathering on control group youth and families. While &quot;field guides&quot; have traditionally been employed in the study of plants and fauna, they have increasingly been created to support practitioners in an array of professional fields as they face the obstacles and challenges that can arise while accomplishing specific tasks. The NYS PROMISE Case Management Field Guide was designed for the express purpose of assisting case managers and family coaches in navigating their day-to-day roles, functions, and expectations, while adhering to high quality standards, and managing the impact of their work on their own health and wellbeing. The aim is to ensure that all NYS PROMISE case managers and family coaches (case management practitioners) are equipped to perform their job in a manner that leads to the expected youth and family outcomes of the NYS PROMISE intervention--holding to a common measure of fidelity. This field guide is presented in modules and is indexed to assist case management practitioners in easily accessing the information they need, when they need it. The following modules are included in this field guide: (1) Overview of Case Management; (2) Service Delivery; (3) Youth in Transition; (4) Self-Determination; (5) Case Planning and Service Coordination; (6) Case Recording; (7) Counseling Resources; (8) Crisis Management; (9) Engaging Families; (10) Protection and Advocacy; (11) Triaging Benefits and Entitlements to Support Career Development and Work; (12) Justice-Involved Youth; (13) Community Participation; (14) Emerging Adulthood; and (15) Closeout Process for PROMISE.
Strategies for Gaining Insight to the Employment Challenges of Veterans with Disabilities: Final Report to the Bob Woodruff Foundation
Author: Lee, Kathleen
Date: 2016-06-00
Type: Reports - Research
Subjects: Disabilities,Veterans,Barriers,Employment,Family Attitudes,Attitudes,Employer Attitudes,Job Skills,Transitional Programs,Employers,Employment Services,Mentors,Experiential Learning,Personnel Selection

In an effort to explore the continued challenges faced by post-9/11 veterans with disabilities as they transition from military service back to their home communities, the Cornell University &quot;K. Lisa Yang and Hock E. Tan Institute on Employment and Disability&quot; (YTI), with grant support from The Bob Woodruff Foundation, convened a series of focus groups with a critical lens on employment challenges and opportunities in the civilian workforce. The purpose of the focus group sessions was to gain understanding of and insight into the issues and personal perspectives of three distinct groups: veterans with disabilities, family members, and employers that hire and/or are interested in hiring veterans, with special concentration on those with disabilities. Focus groups for family members were supplemented by surveys in order to increase participation by individuals who were not able to attend an in-person meeting. While a series of questions were developed in advance and presented at the start of each session, the discussions were left open to encourage the flow of ideas and let the conversation evolve as participants shared their experiences and perspectives. A robust recruitment effort led to invitations emailed to a limited number of potential attendees to keep groups small to facilitate maximum participation and interaction. Geographic locations were selected based on the availability of veterans, with California, Texas, and New York comprising three of the top five states for veteran population. Upon request from a federal agency in Albuquerque, New Mexico, an additional site was added with permission by The Bob Woodruff Foundation. Federal agencies have special initiatives and hiring authorities for people with disabilities and veterans and this meeting offered a unique opportunity to examine how employment of these select populations is promoted.
Admissions Policies and Practices for Underrepresented Groups of Students
Author: Merner, Paul
Date: 2018-09-00
Type: Reports - Research
Subjects: College Admission,Disproportionate Representation,Access to Education,Policy,Low Income Students,Poverty,Educational Attainment,Parent Background,Family Structure,Foster Care,Dependents,Canada Natives,Eskimos,Rural Population,Gender Differences,Homosexuality,Sexual Orientation,Sexual Identity,Disabilities,Immigrants,Minority Group Students,Ethnic Groups,Foreign Countries,First Generation College Students,College Readiness,English (Second Language)

This paper examines topics of equity and access to post-secondary education through exploration of barriers and other dimensions that serve to identify underrepresented groups in BC post-secondary education. The key purpose of the research project is to assess the policies and practices at the BC Transfer System institutions for admitting underrepresented (equity) groups of students, as well as to summarize the data sources available on the underrepresented groups. A review of the (largely Canadian) literature of the last 20-25 years explores the causes and correlates that restrict equity of access to post-secondary education. The literature review clearly reveals aspects and correlates of each groups' participation; and that barriers and participation are rarely singular, but often contextual and conditioned (e.g., ethnic or gender underrepresentation is specific to certain program areas or types of institution). The literature review identifies the magnitudes of participation overall, and in relation to each of the underrepresented groups. This paper also contains an analysis of policies and practices, which forms the main focus of the paper. This analysis initially involved scanning websites and other digital documentation for the thirty-eight institutions of the BC Transfer System, as well as provincial government webpages and other online material. Lastly, the authors illuminate the availability of data sources that support current and future research on underrepresented groups. These include the many past and current Statistics Canada sources including the Census, and other data sets and surveys available through CANSIM, such as PSIS, NGS and the LFS.
BC&apos;s Inclusive Education Funding Gap. BCTF Research Report
Author: Rozworski, Michal
Date: 2018-10-00
Type: Reports - Research
Subjects: Foreign Countries,Resource Allocation,Special Education,Educational Finance,Inclusion,School Districts,Special Needs Students,Disabilities,Public Education,Educational Equity (Finance)

For years, British Columbia has been allocating far less money for special education to school districts than districts have been spending on special education. Meaningful inclusion for all students requires a broad array of supports--specialist teachers, educational assistants, learning resources, specialized equipment and more. There in turn require adequate financial resources. By underestimating how much school districts need for special education, the provincial government is making inclusion more difficult and forcing school districts to make tough decisions: should special education suffer or should cuts be made elsewhere to compensate? This report looks at the gap and who is funded. Two models for special education funding are presented: (1) Current block funding; and (2) Statistical-predictive funding.
Analyzing the Appropriate Realization Level of Comenius Projects in Terms of Some Variables Based on Teachers&apos; Perceptions
Author: Aydogmus, Mevlüt
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Study Abroad,Cultural Awareness,Partnerships in Education,Educational Research,Second Language Learning,International Educational Exchange,Cooperative Programs,Elementary Secondary Education

The aim of this research is to analyse the appropriate realization level of Comenius Projects in terms of some variables based on teachers' perceptions. In this research some questions about Comenius program asked to the teachers who carried out Comenius projects in Konya Province and the results have been analysed in terms of some variables. Also, literature research has been carried out about EU and Comenius Program which is part of EU Education Program and previous researches have been investigated. A survey has been used as a tool in order to collect data. Online survey has been used because the number of the participant is very high and geographically distributed. In order to receive the views of the teachers on Comenius program the survey was sent to the participants and totally 176 feedbacks received. At the end of the research continuous increase on the number of the application to the program has been observed. The teachers who have already taken part in Comenius Project thinks that Comenius Projects develops the teamwork among the students, Comenius Projects are effective on developing language skills of the students and skills of using ICT, Comenius projects makes positive contribution on views of the foreigners on our country. They think that by means of the project had opportunity to know different cultures.
Options for Enhanced Coordination of Field Courses in British Columbia
Author: Earle, Steven
Date: 2018-02-00
Type: Reports - Research
Subjects: Foreign Countries,Field Instruction,Intercollegiate Cooperation,Coordination,Access to Education,Articulation (Education),Databases,Science Teaching Centers,Marine Education,Biology

Field courses are a critical component of many post-secondary programs in British Columbia and an important option in many others. They are widely recognized for their pedagogical value, mostly because it has been found that students generally achieve more high-level learning, and they retain more of what they learn, in a field-course setting than in a classroom. This is especially significant at a time when many institutions are striving to increase the experiential content in their programs. The major impetus for this report stems from a recommendation in a previous BC Council on Admissions and Transfer (BCCAT) study on field school transfer credit that recommended joint operation of field schools by institutions and the creation of a centralized information site where information on field schools could be exchanged (McQuarrie, 2013). This project identifies ways to enhance the degree and extent of coordination and cooperation on field courses amongst institutions in British Columbia so that field courses can be made more readily accessible to students. This research suggests that there are several ways to enhance coordination of field courses amongst institutions. In order to make progress towards enhanced coordination of field courses BCCAT Transfer Innovations funding is available to articulation committees and related discipline-based groups. A driving force for any forward momentum is most likely to come from the administration level, and should be facilitated by the committees representing the deans of arts of science and the deans of business programs. BCCAT and the BC Council for International Education (BCCIE) could also play a pivotal role in instigating, supporting, and communicating efforts to move this important initiative forward.
International Student Tuition Income Increases--and Inequality Grows. BCTF Research Report
Author: Kuehn, Larry
Date: 2018-07-00
Type: Reports - Research
Subjects: Foreign Students,Tuition,Foreign Countries,Public Schools,Educational Finance,Educational Policy,Elementary Secondary Education,Income,Equal Education,School Districts,Educational Equity (Finance),Resource Allocation,Geographic Location

The number of international students in British Columbia (BC) public schools has grown four-fold since the 2001-2002 school year. Two factors have promoted this growth: tuition from international students was one area that school districts could increase financial resources during a period of government austerity policies; and the province promoted the enrollment of international students as an economic strategy. One outcome of the policy has been an increase in inequality between school districts. The policy has been a success in an economic sense. International education is the third highest &quot;export&quot; from BC, behind only forestry products and minerals. Education--K-12 and post-secondary--is considered an &quot;export&quot; because it brings in income from across borders for tuition and living expenses. However, given the way it is structured, the increases in tuition revenue also increase the inequalities. Between 2001-02 and 2016-17, annual K-12 tuition revenue has grown from $55.5 million to $242 million, and the number of full-time equivalent students has grown from 4,083 to 15,580 in the public schools. This report examines the impact and inequality international students have on the BC public schools.
Metadiscourse Variations across Academic Genres: Rhetorical Preferences in Textual and Interpersonal Markers
Author: Akbas, Erdem
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Discourse,Discourse Analysis,Audience Awareness,Cultural Differences,Literary Genres,Interaction,Preferences,Interpersonal Communication,Language Variation,Language Usage,English for Academic Purposes,Second Language Learning,Turkish,Native Language,Chinese,Contrastive Linguistics,College Students,Writing (Composition),Language of Instruction,Second Language Instruction,Persuasive Discourse

It is now commonly accepted that academic discourses tend to provide venues for participants to interact where the producer needs to display an awareness of the audience, and metadiscourse (MD) is the set of tools enabling the involved parties to establish relationships. MD strategies allow writers to project themselves into their work, signal their communicative intention, influence their readers and align, and distance themselves from cited materials (Hyland,1998, 2005a, 2005b). The problem is, however, that the rules of engagement differ from one culture to another, and from one specific genre to another (e.g., educational vs. professional),and according to Bizzell (1992), academic writers or speakers would not be able to produce texts fulfilling their aims unless they are closely acquainted with the intricate conventions followed in the particular genre by the particular discourse community. The overall aim of researchers exploring academic discourses, therefore, revolves around how such an interaction is built and sustained.
Understanding Advanced Placement Grading in BC
Author: Drinkwater, Andrew
Date: 2018-10-00
Type: Reports - Research
Subjects: Foreign Countries,Student Placement,Advanced Placement,Advanced Placement Programs,High School Students,Grading,College Credits,Academic Achievement,Educational Policy,Educational Practices,Transfer Policy,Educational Benefits

The Advanced Placement (AP) program provides the opportunity for high school students to enrol in advanced level coursework in a number of subjects, and potentially earn college or university transfer credit. AP is owned, created, and administered by the nonprofit College Board, and many post-secondary institutions provide transfer credit or advanced standing for completed AP exams, or will factor in AP scores into admissions decisions (or both). This project, sought to: (1) Gather and summarize existing AP grading practices at British Columbia high schools and school districts; (2) Analyze policies and practices for evaluating the AP grade and exam score information, and for grading AP standing at post-secondary institutions; (3) Determine whether any insight can be provided on the appropriate equivalencies between AP course grading and British Columbia high school course grades based on student post-secondary performance; and (4) Identify areas for future research and, if appropriate, the development of suggested practices. This research was conducted in the spring of 2017 and focused on grading practices in AP courses in both public and independent schools throughout British Columbia. As part of the research, surveys were conducted with BC AP teachers and coordinators, post-secondary admissions directors, and representatives of the College Board. A case study compared the post-secondary performance of students who participated in AP with those who did not participate in AP. Compared to students who did not participate in AP, AP students tend to be better prepared academically, complete more course-work, take additional high-level college courses related to their AP subjects, have superior leadership abilities, more likely to have a double major, and are twice as likely to move on to graduate or or professional school (Curry, MacDonald, &amp; Morgan, 1999). This paper is broken into three major sections: the literature review which highlights published research related to AP, the environmental scan which covers the interviews with post-secondary admissions directors and BC AP teachers and coordinators, and the case study which overviews the analysis of grading equivalencies between students who participated in AP and those who did not. This case study, as well as the literature review related to Advanced Placement (AP), suggests that in certain contexts there are advantages to students participating in AP while in secondary school.