ethanporcaro/eric-fulltext-meta huggingface dataset:
Internationalisation and Mobility Policy Paper. BM76 - Sofia
Author: European Students' Union (ESU) (Belgium)
Date: 2019-06-18
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Student Unions,Global Approach,Higher Education,Postsecondary Education,Access to Education,Institutional Cooperation,Networks,Educational Technology,Open Educational Resources,Mobility,Educational Quality,Educational Finance,Second Language Learning

This paper defines the European Students' Union (ESU) opinions on the topics related to internationalisation and learning mobility. This document is both an advancement and a cohesive overview of ESU's existing positions on internationalisation and mobility in higher education. This paper offers both definitions and elaborations on relevant policy areas, and should function as a framework and a guide for both students and other actors in higher education across Europe. This Policy Paper was adopted at the European Students' Union Board Meeting 76 in Sofia, Bulgaria.
Discipline Reform through the Eyes of Teachers
Author: Griffith, David
Date: 2019-07-30
Type: Reports - Research
Subjects: Discipline Policy,Change,Teacher Attitudes,African American Teachers,Whites,Elementary Secondary Education,Suspension,Student Behavior,Behavior Problems,Poverty,Socioeconomic Influences,Violence,Racial Differences,Accountability,Positive Behavior Supports,Student Placement,Expulsion

The public debate over discipline policy remains depressingly polarized and simplistic. Advocates of reform argue that suspensions and other forms of exclusionary discipline are associated with negative outcomes, including higher rates of criminal justice involvement--and that they are implemented unfairly. In contrast, skeptics argue that we must consider the interests of all students, not just those who misbehave, that schools depend on suspensions and the like to maintain order, and that the proposed alternatives are unproven and unrealistic. Because school discipline is so difficult to study, most of the research associated with the topic cannot be considered causal. Consequently, both advocates and critics of reform have often resorted to impassioned rhetoric. What they haven't done often enough since the discipline debate began is solicit input from the individuals with the most firsthand experience with discipline problems and the proposed solutions--namely, our teachers. Accordingly, this study asks a nationally representative sample of African American and white teachers in grade 3-12 classrooms what they think about school discipline. [Foreword and executive summary by Amber M. Northern and Michael J. Petrilli.]
Chart the Path to Adult Student Success with PLA
Author: Council for Adult and Experiential Learning (CAEL)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Adult Students,Student Needs,Nontraditional Students,Prior Learning,Knowledge Level,At Risk Students,College Role,Barriers,Portfolio Assessment,Time to Degree,Program Effectiveness

More than half of today's students are adult learners, juggling jobs and families, in addition to college. This brings new challenges for institutions of higher education, forcing them to adjust rapidly to address the needs of their growing adult student base. Many universities have made significant strides when it comes to working with non-traditional students. However, one critical area in which universities have made substantial progress is Prior Learning Assessment (PLA). PLA is a comprehensive approach to recognizing that what students know is more important than where they obtained their knowledge. PLA helps meet the needs of non-traditional students by reducing their time to degree and accelerating their access to relevant courses, which in turn results in higher completion rates. Institutions can gain additional revenue as well as the benefits of improved graduation rates.
Report to the Field: Aligning Systems for Equity in College and Career Pathways (SRI International Headquarters, Menlo Park, California, April 26, 2019). College and Career Pathway Research Symposia Series
Author: University of California, Berkeley. College & Career Academy Support Network (CCASN)
Date: 2019-04-26
Type: Reports - Descriptive
Subjects: Equal Education,Alignment (Education),Vocational Education,Academic Education,Career Readiness,College Readiness,High Schools,Educational Change,Work Experience Programs,College School Cooperation,School Business Relationship,School Community Relationship,Community Organizations,Nonprofit Organizations,Elementary Secondary Education

College and career pathways represent a significant national education reform movement supported by federal, state, and philanthropic funding. High school pathways combine career and technical education with rigorous academics, work-based learning, and integrated student supports to provide equitable access to postsecondary opportunities. Strong research evidence supports this specific combination of interventions as a means to address the opportunity gap and the underlying causes of disparate high school outcomes. A consortium of ten research and policy organizations, facilitated by UC Berkeley's College and Career Academy Support Network (CCASN) collaborated from 2016 to 2019 to conduct four symposia. The symposia were intended to examine the available research on college and career pathways in order to identify high leverage gaps and opportunities with the aims of: (1) prioritizing a research agenda that could impact policy and practice; and (2) promoting collaboration among researchers. This report is from the fourth and final symposium, &quot;Aligning College and Career Pathway Systems for Equity.&quot; Participants identified the high priority problems of system alignment affecting equitable pathway development, and the specific research questions that need to be answered in order to guide policy and practice. [For the third symposium, see ED597770.]
Report to the Field: Leadership and Capacity Building in College and Career Pathways (California State University, Charter College of Education, Los Angeles, California, November 13, 2018). College and Career Pathway Research Symposia Series
Author: University of California, Berkeley. College & Career Academy Support Network (CCASN)
Date: 2018-11-13
Type: Reports - Descriptive
Subjects: Transformational Leadership,Capacity Building,College Readiness,Career Readiness,College Preparation,High Schools,High School Students,Faculty Development,Educational Practices,Communities of Practice,Teacher Education Programs,College Bound Students,Enrollment Rate,Work Experience Programs,Partnerships in Education,Equal Education,Program Implementation,Teacher Role,Counselor Role,Student Personnel Services

College and career pathways represent a significant national educational reform movement supported by federal, state, and philanthropic funding. High school pathways combine career and technical education with rigorous academics, work-based learning, and student supports to provide equitable access to postsecondary opportunities. Strong research evidence supports this specific combination of interventions as a means to address the opportunity gap and the underlying causes of disparate high school outcomes. Four symposia were designed to identify the available research related to equitable implementation of college and career pathways with the aims of prioritizing a research agenda that could impact policy and practice, and promoting collaboration among researchers. This symposium, &quot;Leadership and Capacity Building in College and Career Pathways,&quot; was the third in a series of four symposia. It focused on leadership and capacity-building and the research questions required to address problems of practice faced by pathway administrators, teachers, counselors, and other student support specialists. Simultaneously, it was intended to develop capacity among researchers, college and university faculty, and scholar-practitioners to create Research Practice Partnerships (RPPs) that align high priority research questions with key problems of practice in equitable implementation, identified in the previous symposia in this series. Finally, it sought to connect faculty and scholar practitioners responsible for preparing pathway educators with researcher communities of practice (CoPs) examining those priority issues. [Additional support for this symposium was provided by California State University, Charter College of Education, Los Angeles. For the second symposium in this series, see ED590693.]
Mapping State Proficiency Standards onto the NAEP Scales: Results from the 2017 NAEP Reading and Mathematics Assessments. NCES 2019-040
Author: Rahman, Taslima
Date: 2019-08-00
Type: Reports - Research
Subjects: National Competency Tests,State Standards,Public Schools,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Scores,Standardized Tests,Reading Skills,Mathematics Skills

The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards states set for their students. Since standards vary across states, the results of the various state assessments cannot be used to directly compare students' progress. However, by placing a state standard onto the NAEP scale, a common metric for all states, a NAEP equivalent score of that standard is produced, which can be compared across states. The 2017 edition of this report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2016-17 school year and the 2017 NAEP assessments for public schools. The study focuses on the reading and mathematics standards that states set for grades 4 and 8. For each state, the report displays the NAEP equivalent scores with a range of 0 to 500. [For the technical notes, see ED597781.]
The Quality of Mathematics Instruction in Kindergarten: Associations with Students&apos; Achievement and Motivation
Author: Mantzicopoulos, Panayota
Date: 2019-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Kindergarten,Mathematics Achievement,Educational Quality,Learning Motivation,Prediction,Standards,Scores,Correlation,Teacher Attitudes,Video Technology,State Standards,Standardized Tests,Student Attitudes,Student Interests,Self Concept

We examined associations between the quality of kindergarten teachers' mathematics instruction and their students' achievement and motivation in mathematics. Using a sample of 20 kindergarten teachers and their 285 students, we rated five video-recorded mathematics lessons per teacher throughout the spring semester with the Mathematical Quality of Instruction (MQI). We collected information about students' achievement from teacher-ratings of student performance relative to state standards and an individually-administered standardized measure of mathematical reasoning. We obtained data about students' mathematics motivation (self-competence beliefs, interest, effort expenditure, and need for support) through individual interviews with the children and via teacher ratings. Multi-level modeling analyses indicated that scores on the MQI's Ambitious Mathematics Instruction scale and the Whole Lesson Scale predicted students' end-of-year progress on kindergarten mathematics standards but not their standardized test scores. The Whole Lesson scores were associated with teacher-rated students' motivation for mathematics (interest and need for support). [This paper was published in the &quot;Elementary School Journal&quot; v119 n4 p651-676 2019 (EJ1217817).]
Factors Related to Teacher Mobility and Attrition in Colorado, Missouri, and South Dakota. REL 2019-008
Author: Espel, Emma V.
Date: 2019-08-00
Type: Reports - Research
Subjects: Faculty Mobility,Teacher Persistence,Labor Turnover,Public School Teachers,Rural Schools,Incidence,Teacher Characteristics,Institutional Characteristics,School Districts,Teacher Placement,Elementary Secondary Education,Teacher Shortage,Special Education Teachers

This report describes teacher and school characteristics related to teacher movement within and out of public school systems in Colorado, Missouri, and South Dakota. Stakeholders in each of these states expressed interest in better understanding teacher mobility and attrition and related factors. The authors used administrative data provided by state education agencies to examine the characteristics related to the likelihood that teachers would move to different schools or leave state public school systems from 2015/16 to 2016/17. Results suggest that the likelihood of teachers either moving or leaving was most strongly related to age, years of experience in their schools or districts, special education teaching assignments, average salaries, school demographics and performance, and school state accountability designation. Information about factors that contribute to moving and leaving may help decision-makers improve the policy and practices aimed at attracting and keeping teachers.
2014-2015 ASPIRE Award Survey. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-07-05
Type: Reports - Research
Subjects: Merit Pay,Teacher Salaries,School Districts,Incentives,Teacher Attitudes,Merit Rating,Awards,Accountability,Administrator Attitudes,Knowledge Level,Academic Achievement,Paraprofessional School Personnel,Teaching Assistants,Elementary School Teachers,Secondary School Teachers

The purpose of the &quot;Accelerating Student Progress: Increasing Results and Expectations&quot; (ASPIRE) Award Survey was to gain insight regarding the level of knowledge and perceptions of Houston Independent School District (HISD) teachers and staff after ten years of implementation of growth-based performance pay in HISD, as well as their perceptions regarding the overall concept of teacher performance pay. Additionally, participants had the opportunity to provide recommendations to improve the ASPIRE Award program. Key findings include: (1) Of the 17,109 Houston Independent School District (HISD) campus-based employees surveyed, there were 3,409 participants who responded to the survey (19.9 percent) administered in February 2016. The response rate is fairly low and the results, while informative, may not be generalized to the population; (2) Support for the program has shown mixed results over the ten-year period; (3) Although the majority of respondents were in favor or somewhat in favor of the concept of teacher performance pay overall, the percentage of respondents in favor or somewhat in favor toward the specific award model for that year when comparing results over the ten-year period has ranged from 35.1 percent to 53.3 percent, and is currently at 45.3 percent; (4) Administrators, such as principals and assistant principals/deans of instruction indicate favorable perceptions concerning performance pay and their level of knowledge; and (5) Core foundation teachers have more positive perceptions than elective/ancillary teachers concerning performance pay and their level of knowledge with two exceptions.
2015-2016 ASPIRE Award Survey Results, Spring 2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-06-29
Type: Reports - Research
Subjects: Merit Pay,Teacher Salaries,School Districts,Incentives,Teacher Attitudes,Merit Rating,Awards,Accountability,Administrator Attitudes,Knowledge Level,Academic Achievement,Educational Practices,Information Dissemination,Compensation (Remuneration),Teacher Collaboration,Teaching Assistants,Paraprofessional School Personnel,Elementary School Teachers,Secondary School Teachers

The purpose of the &quot;Accelerating Student Progress: Increasing Results and Expectations&quot; (ASPIRE) Award Survey was to gain insight regarding the level of knowledge and perceptions of the Houston Independent School District (HISD) teachers and staff after eleven years of implementation of growth-based performance pay in HISD, as well as their perceptions regarding the overall concept of teacher performance pay. As the ASPIRE Award is being phased out, participants had the opportunity to list one positive aspect of the award model that impacted them as educators. Key findings include: (1) Of the 17,207 Houston Independent School District (HISD) campus-based employees surveyed, there were 2,598 participants who responded to the survey (15.1 percent) administered in February 2017. The response rate is fairly low and the results, while informative, may not be generalized to the population; (2) Support for the program has shown mixed results over the eleven-year period. (3) Although the majority of respondents were in favor or somewhat in favor of the concept of teacher performance pay overall, the percentage of respondents in favor or somewhat in favor toward the specific award model for that year when comparing results over the eleven-year period has ranged from 35.1 percent to 53.3 percent, and is currently at 48.5 percent; (4) Administrators, such as principals and assistant principals/deans of instruction, indicate high to very high levels of understanding about the ASPIRE Award program; and (5) Elective/ancillary teachers rate their level of knowledge of the ASPIRE Award program higher than core foundation teachers (Groups 1-3).
Mapping State Proficiency Standards onto the NAEP Scales: Results from the 2017 NAEP Reading and Mathematics Assessments. Technical Notes. NCES 2019-040-A
Author: National Center for Education Statistics (ED)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,State Standards,Public Schools,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Scores,Standardized Tests,Reading Skills,Mathematics Skills

These are the technical notes for &quot;Mapping State Proficiency Standards onto the NAEP Scales: Results From the 2017 NAEP Reading and Mathematics Assessments.&quot; The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards states set for their students. Since standards vary across states, the results of the various state assessments cannot be used to directly compare students' progress. However, by placing a state standard onto the NAEP scale, a common metric for all states, a NAEP equivalent score of that standard is produced, which can be compared across states. The 2017 edition of this report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2016-17 school year and the 2017 NAEP assessments for public schools. The study focuses on the reading and mathematics standards that states set for grades 4 and 8. For each state, the report displays the NAEP equivalent scores with a range of 0 to 500. [For the full report, see ED597774.]
Leaps of Faith: Stories from Working-Class Scholars. Adult Higher Education Alliance Annual Conference Proceedings (43rd, Orlando, Florida, March 7-8, 2019)
Author: Elufiede, Kemi, Ed.
Date: 2019-03-00
Type: Collected Works - Proceedings
Subjects: Working Class,Scholarship,Adult Education,Higher Education,Conferences (Gatherings),Experimental Programs,Nontraditional Students,Adult Students,Retention (Psychology),Military Training,Nontraditional Education,Health Education,Social Theories,Disproportionate Representation,Females,Sex Fairness,Work Environment,Educational Philosophy,Democracy,Adult Learning,Creative Thinking,Critical Thinking,Workplace Learning,Study Abroad,Overseas Employment,Teaching Experience,Older Adults,Rural Areas,Postsecondary Education,Graduate Students,Writing Attitudes,Anxiety,Self Efficacy,Writing Workshops,Principals,Leadership Training,On the Job Training,Self Concept,Labor Market,Second Language Learning,Dual Enrollment,Prior Learning,Research Skills,Hidden Curriculum,Information Literacy,Library Instruction,Empowerment,African American Students

The 43rd annual conference of the Adult and Higher Education Alliance (AHEA) was held at the University of Central Florida in March 2019. Papers in these proceedings include the following: (1) How does Experimental Learning Increase Skills and Knowledge Acquisition and Retention in the Non-Traditional Adult Learner? (David Antico); (2) CHAT and Gender Exclusivity in the Military (Kyle Bellue); (3) Democracy and Education: Dewey and Adult Learners Today (Xenia Coulter and Alan Mandell); (4) Preparing for the Fourth Industrial Revolution with Creative and Critical Thinking (Patricia Coberly-Holt and Kemi Elufiede); (5) Experiences of Two Academics Teaching Abroad: The Impact of Culture (Nancy Garcia and Modupe Soremi); (6) Graduate's Writing, Anxiety, Self-Efficacy, and Possible Solutions (Joshua Gernatt and Patricia Coberly-Holt); (7) Rural Working-Class Scholars' Perspectives and Experiences Seeking Post-Secondary Education (Janet Kesterson Isbell, Julie C. Baker, Darek Potter, and Laura Ezell); (8) School Leader Skill Development on the Job: Synopsis of Research and Major Findings (Nicole Lyons); (9) Higher Education for Working-Class Adults -- Together, We Can Make It Work (Angelo Marade); (10) Foreign Language Policies, Consequences, and Recommendations (Shawna Rambur); (11) Innovation in Prior Learning Assessment: Program, Course, Model, and Best Practices (Todd Sherron, Catherine A. Cherrstrom, Carrie Boden, and Lindsey Wilson); (12) Bridging the Skill Gap: Helping Non-Traditional Students Develop Research Skills When They Need It Most (Christina C. Wary and Renee Montgomery); and (13) Empowerment Agents in the Development of Adult, Working Class, Black Female Scholars (Amanda Wilkerson and Shalander Samuels).
Tuition &amp; Fees in the West 2018-19: Trends and Implications. WICHE Insights
Author: Falkenstern, Colleen
Date: 2019-05-00
Type: Reports - Research
Subjects: Tuition,Fees,Higher Education,Colleges,Geographic Regions,Two Year Colleges,State Aid,Educational Finance,Income,Student Financial Aid,Access to Education,Student Loan Programs

This edition of WICHE Insights reviews the results of the Western Interstate Commission for Higher Education's (WICHE) annual survey of tuition and fees at public postsecondary institutions in the West, along with trends in state appropriations and state financial aid. WICHE administered its tuition and fees survey in the summer and fall of 2018 to state higher education executive offices, system offices, or institutions in its 16 member states and territories--Alaska, Arizona, California, Colorado, Hawai'i, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, Wyoming, and WICHE's Pacific Islands member (the Commonwealth of the Northern Mariana Islands and Guam). Overall in the region, fiscal trends present a positive outlook as tuition and fees have stabilized over the past five years and state support for higher education has recovered steadily. However, tuition and fees have increased at a significantly higher rate than income over the past two decades, creating a barrier for access to higher education, particularly for low-income students.