ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating and Sustaining a Positive and Communal School Climate: Contemporary Research, Present Obstacles, and Future Directions. National Institute of Justice Report
Author: Payne, Allison Ann
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Educational Environment,School Safety,Educational Policy,Educational Research,Evaluation,Improvement,Influences,Outcomes of Education,Barriers

This paper is part of the the National Institute of Justice's (NIJ's) Comprehensive School Safety Initiative (CSSI), a research-focused program that focuses on increasing the safety of schools nationwide and reducing school crime and violence. School climate has a clear impact on all members of the school community; students in schools with a positive and communal climate demonstrate stronger academic achievement and engagement, better socio-economic health, and lower levels of absenteeism, truancy, dropping out, and victimization. On the whole, however, the benefits resulting from a positive school climate have not been translated into effective educational practice, and the gap between school climate research and policy is wide. This report explores some ways to help address this problem and improve school climate through four policy and research recommendations which involve defining, assessing, exploring, and improving school climate.
Occupational Skill Level: The Level of Skill Required for the Occupations of Graduates from Diploma, Certificate, and Associate Degree Programs. Information Paper
Author: BC Student Outcomes (Canada)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Job Skills,College Graduates,Educational Certificates,Associate Degrees,Employment Qualifications,Postsecondary Education,Foreign Countries,Age Differences,Gender Differences,Employment

Every year, former post-secondary students who left diploma, associate degree, or certificate programs in B.C. are asked to participate in a province-wide survey. Respondents are asked a number of questions about their employment outcomes, and those who are employed are asked to describe their occupations. The information they provide is used to code their jobs using the National Occupational Classification (NOC) system, which is used to describe occupations and to aggregate them into occupational categories and to assign a skill level. Data for this paper came from the Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) surveys, 2009 to 2013. Throughout these years, 76 percent of respondents had graduated from their programs, and of these graduates, 80 percent were employed at the time of the survey, 9 to 20 months after they left their programs. Of the employed graduates, 98 percent (45,760) gave enough information on their jobs to allow them to be coded using the NOC system. In 2013, 15,853 former students responded to the survey; there were 9,850 employed graduates. Unless otherwise noted, the percentages in this paper are based on employed graduates who submitted occupational information. The survey revealed the following: (1) Graduates were skilled in occupations; (2) There were differences by age, gender, and credential; (3) Education graduates were in high-skilled positions; (4) Labour market conditions influenced results; (5) There were trends for older respondents and Education graduates; and (6) Differences in occupation skill level were related to program and labour market.
Broadening Participation - Making STEM Learning Relevant and Rigorous for All Students. CADRE Brief
Author: Elliott, Kimberly
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: STEM Education,Disproportionate Representation,Minority Group Students,Racial Differences,Gender Differences,Academic Ability,Socioeconomic Status,Inclusion,Access to Education,Elementary School Students,Secondary School Students,Equal Education,Informal Education

K-12 schools play a pivotal role in fostering science, technology, engineering, and math (STEM) literacy. STEM classes can help students hone the analytic and problem-solving prowess they need to face complex challenges at home, at work, and in the world. STEM skills and knowledge can prepare students to pursue a wide range of rewarding careers. Over a lifetime, a solid STEM education can ensure that people crack the code of complex STEM issues in headlines and on ballots and make wise decisions. Yet while all students need a strong STEM education, far too many students graduate from high school without a solid foundation of STEM skills and knowledge. This is especially true for youth of color, youth from low-income communities, youth with disabilities, youth who are English learners, and young women--all of whom are underrepresented in the STEM workforce. This brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several the National Science Foundation's Discovery Research PreK-12 (DRK-12) projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.
Understanding Open Educational Resources: Next Steps for Research. A Report on the Proceedings of a Meeting to Identify Key Opportunities and Challenges around the Creation and Use of Open Educational Resources (OER) (Arlington, Virginia, June 16-17, 2016)
Author: National Science Foundation (NSF)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Shared Resources and Services,Faculty Development,Teaching Methods,Learning,Educational Policy,Teacher Characteristics,Technology Integration,Teacher Attitudes,Formative Evaluation,Teacher Evaluation,Risk Management,School Districts,Role,Equal Education,Elementary Secondary Education,Higher Education

This document reports on the proceedings of a meeting held June 16-17, 2016 in Arlington Virginia to identify key opportunities and challenges around the creation and use of open educational resources (OER). The meeting brought together different groups within the community of education researchers and practitioners to discuss the opportunities and challenges they face in the development and use of open educational resources OERs. After a short description of the background context for the meeting and its organization, there is a section on the major topical areas of discussion and the associated research questions and infrastructure needs identified by the attendees. The meeting allowed ample time for attendees to explore mutual areas of interest and to identify common issues regarding the use of OERs. Attendees honed in on six major themes: Professional Learning, Impact on Teaching, Impact on Learning, Policy and Procurement, Curation and Quality, and Accessibility. Small group discussions around each of these topics ensued. Specific research questions were offered for discussion for each topic area. The meeting included a time to hear from program officers about potential U.S. Department of Education (ED), Institute for Museum and Library Services (IMLS), and National Science Foundation (NSF) funding opportunities. Immediate feedback during and after the meeting was that all participants appreciated the opportunity to work with people they would not normally engage with to exchange ideas, issues, and opportunities. Looking forward, the areas of interest and research identified and articulated by participants in the workshop suggest the need for continued work and partnerships in these areas. In some cases, it was clear that there are specific research and implementation projects that would be the logical next step. In many others, it was clear that the next steps would be additional convenings, workshops or summits to focus more specifically in these areas. The paper concludes with a summary of potential next steps for the community. Appendixes include the final meeting agenda and a list of participants.
The Voices of Maine&apos;s Early Care and Education Teachers: Children with Challenging Behavior in Classrooms and Home-Based Child Care
Author: Smith, Sheila
Date: 2018-03-00
Type: Reports - Research
Subjects: Child Behavior,Behavior Problems,Child Care,Preschool Teachers,Teacher Characteristics,Preschool Education,Incidence,Family Characteristics,Barriers,Preschool Children

This report presents findings from The Social-Emotional Learning and Development (SELD) Survey, a survey of Maine's early care and education (ECE) teachers and providers about their experiences related to young children with challenging behavior. These experiences included young children displaying different types of challenging behavior, children leaving the program due to challenging behavior, and teachers' and providers' efforts to address the needs of children experiencing behavior problems. The survey also asked teachers and providers about the resources they need to help them meet the needs of young children with challenging behavior and promote their positive social-emotional development. All lead teachers in publicly funded center-based child care, Head Start/Early Head Start, and preschool programs, and family child care providers in Maine who could be reached by a working email, were invited to participate in the survey. Results of the survey suggest that Maine's early care and education teachers and providers commonly encounter young children with serious challenging behavior. More than half of the teachers voiced the view that these behaviors have at least some negative impact on other children's learning and safety. One in five teachers reported that children with challenging behavior were removed from an early care and education setting when a parent, teacher, or both concluded the setting could not meet the child's needs, and children typically did not move into another regulated setting. Almost half of the teachers also reported caring for children with challenging behavior who live in families that experience adverse circumstances, including health and mental health problems, substance abuse, or domestic violence. When asked about what would help them address children's challenging behavior, almost half of the teachers recommended increasing supports to families to help them with poverty-related problems, substance abuse, mental health, and other challenges. Over half of the teachers also recommended increased opportunities for group training and on-site assistance from specialists who can provide consultation to help teachers address children's challenging behavior and promote positive social-emotional development of young children. Overall, the results tell a compelling story of a multi-faceted problem and potential approaches to addressing it that could increase the well-being and opportunities for school success for large numbers of Maine's youngest citizens.
Classroom-Based Physical Activity: Minimizing Disparities in School-Day Physical Activity among Elementary School Students
Author: Calvert, Hannah G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Activities,Physical Activity Level,Elementary School Students,Elementary School Teachers,Intervention,Program Effectiveness,Gender Differences,Recess Breaks,Physical Education,Age Differences,Faculty Development,Student Characteristics

Background: Evidence of the positive effects of school physical activity (PA) interventions, including classroom-based PA (CBPA), is rapidly growing. However, few studies examine how variations in scheduled PA opportunities and teacher-implemented CBPA affect students' PA outcomes. Methods: Teachers at five elementary schools attended training on how to implement CBPA. Data on school day PA opportunities (physical education [PE], recess, CBPA) were obtained via calendar and teacher-recorded CBPA logs. Daily step counts were measured via accelerometry in 1,346 students across 65 classrooms in first through fifth grades. Results: PE, recess, and CBPA contributed significantly to students' daily steps. Males accrued more steps than females over the school day, during PE, and during recess. No gender disparity was seen in the amount of additional steps accrued during CBPA. Overall step counts were lower among fifth grade students versus first grade students, but CBPA attenuated this difference such that grade level differences were not significant in fifth grade students who received CBPA. Conclusions: Gender disparities in step totals were present on PE and recess days, but not on CBPA days. CBPA appears to provide equal PA benefits for both genders, and to potentially minimize the decline in PA among older students.
A Qualitative Study of Stakeholder Experiences with Adult High Schools and Literacy Programs
Author: Terry, Marion
Date: 2018-00-00
Type: Reports - Research
Subjects: Stakeholders,Adult Education,High Schools,Adult Literacy,Foreign Countries,Adult Learning,High School Equivalency Programs,Access to Education,Role,Government Role,Educational Improvement,Teacher Qualifications,Teacher Salaries,Student Needs,Accountability,Delivery Systems,Dropouts,Educational Finance,Governance

The purpose of this qualitative, ethnographic case study was to compare the experiences of stakeholders connected to adult high schools and adult literacy programs in Manitoba, Canada. This is an important study, because it gathered information about providing educational services to adults who have dropped out of school. The researcher used stratified random sampling to select 16 adult education programs, and then used open sampling to recruit 86 stakeholders connected to these programs. She conducted face-to-face interviews with 86 volunteer participants: 47 staff members (directors/coordinators, teachers, other staff) and 39 students in 16 adult education programs funded by the Government of Manitoba: 6 Adult Learning Centres (ALCs, i.e., adult high schools), 8 adult literacy programs (LITs), and 2 combination ALC/LIT programs. The interview questions focused on the individual respondents' roles related to teaching and learning within their ALC, LIT, and ALC/LIT program environments. Iterative open, axial, and selective coding converted the interview transcripts into sets of findings that made sense within a theoretical-conceptual framework grounded in Uri Bronfenbrenner's ecological paradigm. The following ecosystem components framed the research report: microsystem program types (ALC, LIT, ALC/LIT), mesosystem design elements (status, finances, hours, courses/subjects, intake), exosystem human elements (staff, instruction, students, student supports, atmosphere), and macrosystem factors beyond each program's control (government funders, community stakeholders, students' personal lives). The microsystem recommendations for practice focused on broadening government support to include additional adult education delivery models. The mesosystem recommendations focused on improving program funding, facilities, hours of operation, and course schedules. The exosystem recommendations focused on staff members' qualifications and salaries, students' academic and personal development, and program supports such as child care, food, and transportation. The macrosystem recommendations focused on accountability reports and connections with students' families and community service agencies. The recommendations for further research responded to the following research design limitations: only two adult education delivery models (and a third &quot;combination&quot; model), only two categories of stakeholders, only one means of data collection, and only one researcher. The report contains 5 figures, 25 tables, and an appendix of the interview questions.
Delving into Flipping EFL Classroom: A Mixed Method Study
Author: Iyitoglu, Orhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Homework,Video Technology,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Learning,Intervention,Program Effectiveness,Foreign Countries,Blended Learning,College Preparation,Language Skills,Listening Skills,Grammar,Reading Skills,Vocabulary,Writing Skills,College Students

This pre-test post-test quasi-experimental study was grounded in a mixed method embedded design to delve into the quality and efficiency of flipped classroom model in enhancing university prep students' overall academic performance in EFL and that in its sub-skills in addition to the durability of that performance. The study has also pioneered to reveal the impact of gender on flipped classroom EFL learners' post-test scores. Quantitative data was gathered through the administration of EFL Achievement Test to 41 EFL students enrolled at Foreign Language School, Gebze Technical University in two different classrooms randomly assigned as experimental (N=21) and control group (N=20). The intervention lasted during the whole 2016-2017 fall term. On the other hand, qualitative data was collected through follow-up semi-controlled interviews with 9 experiment group students from different achievement groups. All the quantitative data was analyzed using Statistical Packages for Social Sciences (SPSS) 21 for Windows and ITEMAN4 while qualitative data was analyzed manually by employing content analysis procedures. The results of the study revealed flipped classroom model as a significant facilitator of EFL performance and long-term retention of this performance at universities in Turkey. More specifically, students in flipped classroom significantly outperformed those in the traditional lecture based classroom in all skill areas except for listening. Furthermore, qualitative results supported this impact of flipped classroom model on EFL performance. As a unique aspect of the study, EFL students' performance in the flipped classroom was explored to be independent of their gender. To conclude, the present study has promised a bulk of valuable results that set flipping EFL classrooms as an efficient way of dealing with failure in EFL in Turkey.
STEM Dual Enrollment: Model Policy Components
Author: Zinth, Jennifer
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: STEM Education,Dual Enrollment,Undergraduate Students,Education Work Relationship,Employment Potential,High School Students,College Credits,Disproportionate Representation,Curriculum Evaluation,Student Placement,Eligibility,Student Recruitment,Academic Advising,Coaching (Performance),Mentors,Tuition,Low Income Students,Federal Aid,Student Loan Programs,Educational Quality,Transfer Policy

In spite of the well-paying, in-demand jobs that many STEM degrees can lead to, just 18 percent of the 1.9 million bachelor's degrees awarded in the U.S. in 2015-16 (the most recent data available) were in STEM subject areas.3 Given that about 5 percent of workers with a non-STEM undergraduate degree work in a STEM field, a large proportion of a state's workforce is unlikely to secure jobs in these growing occupational areas without first generating and encouraging a student body interested in science, technology, engineering and math. One option for exposing students to these fields and putting them on a pathway toward a degree is dual enrollment -- or the opportunity to take college-level coursework (for college credit) while in high school. This Special Report outlines state-level policy components that help ensure dual enrollment programs in science, technology, engineering and math are broadly accessible, particularly to students traditionally underrepresented in STEM courses.
Forum Guide to Facility Information Management: A Resource for State and Local Education Agencies. NFES 2018-156
Author: National Forum on Education Statistics (ED)
Date: 2018-05-00
Type: Guides - General
Subjects: Guides,Information Management,School Districts,Budgets,Information Systems,Standards,Educational Finance,Public Schools,Educational Facilities,Educational Facilities Planning

The &quot;Forum Guide to Facility Information Management: A Resource for State and Local Education Agencies&quot; helps state and local education agencies plan, design, build, use, and improve their facility information systems. It includes a review of why school facilities data matter and recommends a five-step process that an education agency can undertake to develop a robust facility information system around goals, objectives, and indicators. The document also includes selected measures of school facilities quality and offers a logical approach to organizing facility and site data elements associated with facility identification, condition, design, utilization, management, and budget and finance. [This guide builds upon the 2012 publication &quot;Forum Guide to Facilities Information Management: A Resource for State and Local Education Agencies. NFES 2012-808&quot; (ED533866).]
Occupational Skill Levels by Credential. Fact Sheet
Author: BC Student Outcomes (Canada)
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Job Skills,Employment Level,Occupations,Academic Degrees,Certification,Postsecondary Education,Apprenticeships,Secondary Education,On the Job Training,Graduates,Bachelors Degrees,Intellectual Disciplines,Paraprofessional Personnel,Professional Personnel

In 2013, the BC Student Outcomes surveys collected information from over 30,000 former students. The majority of respondents were employed at the time of the survey and they were asked to give information on their occupations. The information they provided was used to code their jobs according to the National Occupational Classification (NOC) system. The NOC codes were then used to aggregate respondents' jobs into occupational categories and to assign skill levels. This fact sheet highlights the study's findings.
Student Outcomes 2012 Demographic Profile. Fact Sheet
Author: BC Student Outcomes (Canada)
Date: 2014-00-00
Type: Reports - Research
Subjects: College Graduates,Postsecondary Education,Higher Education,College Students,Geographic Location,Indigenous Populations,Foreign Countries,Gender Differences,Bachelors Degrees,Associate Degrees,Certification,English (Second Language),Adult Basic Education,Age Differences,Apprenticeships,Citizenship

The BC Student Outcomes Survey Project collects information from approximately 30,000 former post-secondary students annually. In 2012, four surveys were conducted with students who completed the following studies: (1) diploma, associate degree, and certificate programs; (2) baccalaureate programs; (3) apprenticeship technical training; and (4) courses in Adult Basic Education (ABE) or English as a Second Language (ESL). The results from these surveys are presented in this fact sheet. Highlighted findings include: (1) A majority of former post-secondary students were women; (2) Overall, a majority of the former students surveyed were born in Canada, although there were differences; almost all of those who took ESL courses were born outside Canada; (3) Of all Student Outcomes respondents who were born in Canada, 6% identified themselves as Aboriginal persons; and (4) At the time of their studies, the majority of those who were born outside of Canada were naturalized Canadian citizens.