ethanporcaro/eric-fulltext-meta huggingface dataset:
Proficiency Indicators for Philippine STEAM (Science, Technology, Engineering, Agri/Fisheries, Mathematics) Educators
Author: Morales, Marie Paz E.
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,STEM Education,Agricultural Education,Animal Husbandry,Pedagogical Content Knowledge,Technological Literacy,College Faculty,Teacher Competencies,Educational Policy,National Standards,Educational Quality,Educational Environment,Student Diversity,Curriculum Development,Planning,Student Evaluation,School Community Relationship,Faculty Development

The study aimed to develop a self-rating tool to determine the proficiency of Philippine Higher Education (PHE) STEAM (Science, Technology, Engineering, Agri-Fisheries, Mathematics) Educators. This design and development research emphasized elaborations of the Philippine Professional Standards for Teachers (PPST) in the tertiary STEAM education aligned with the Policies, Standards, and Guidelines (PSGs) of 46 STEAM programs (science -- 22, technology -- 7, engineering -- 10, agriculture -- 5, and mathematics -- 2). The crafted indicators went through expert and statistical validations and analyses to establish the indicators' content validity, construct validity, and reliability. The experts assessed the indicators' similarity and variance, appropriateness, phraseology, and ambiguity of items and found that most items from the first version (90 items) suit the criteria and the country's context. Principal axis factor (PAF) analysis showed that only 60 items represent the seven factor loadings generated from the analysis. These seven factors matched the seven TPCK dimensions: Factor 1 (TPACK [Technological Pedagogical Content Knowledge]), Factor 2 (TPK [Technological Pedogogical Knowledge]), Factor 3 (TCK [Technological Content Knowledge]), Factor 4 (PCK [Pedagogical Content Knowledge]), Factor 5 (TK [Technological Knowledge]), Factor 6 (PK [Pedagogical Knowledge]), and Factor 7 (CK [Content Knowledge]). The first four factors with a majority of the generated 60 indicators already explained more than half of the variance as per PAF. Furthermore, all seven factors and the entire set of 60 indicators obtained above standard reliability indices as per Cronbach's alpha analysis, thus incurring valid and reliable 60 indicators of proficiency for PHE STEAM educators that may be utilized for reflective practice and policy inputs to Philippine STEAM Education.
Free Speech and the Inclusive Campus: How Do We Foster the Campus Community We Want?
Author: NASPA - Student Affairs Administrators in Higher Education
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Freedom of Speech,College Environment,Inclusion,Community Development,Minority Group Students,Gender Bias,Racial Bias,Social Bias,Policy Formation,School Policy,Well Being,Racial Discrimination,School Safety,Learner Engagement,Critical Thinking,Higher Education

In today's contentious and divided political environment, what should colleges and universities do to meet the roles and responsibilities of higher education to foster the campus community we want? This guide presents three options for deliberation about difficult problems regarding free speech and inclusion--for which there are no perfect solutions. Each option offers advantages as well as drawbacks, and each reflects different ways of understanding what is at stake, forcing us to think about what matters most to us. These options include: (1) Prioritize student safety and well-being; (2) Affirm the educational value of intellectual curiosity and engaging with ideas across difference; and (3) Uphold the ideals of free speech. The research involved in developing this guide included interviews and conversations with campus stakeholders who have multiple perspectives; the initial drafts were reviewed by individuals with direct experience in student affairs and higher education.
Initial and Continuing VET in Australia: Clarifying Definitions and Applications. Research Report
Author: Circelli, Michelle
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Professional Continuing Education,Definitions,Role of Education,Classification,Apprenticeships,Qualifications,Certification,Prevocational Education,Minicourses

This report examines whether a distinction can be made in Australian VET between initial vocational education and training (IVET) and continuing vocational education and training (CVET), as applies in a number of other countries. Assisting students to more effectively identify and undertake courses that will optimise their outcomes from VET is the major rationale for this investigation. The other objective of this research is to enhance our understanding of VET, enabling useful input into future policy development and implementation. This report covers the following: (1) a brief overview of key aspects of IVET and CVET internationally (with a focus on Europe) and commentary on the Australian context; (2) an outline of the context of the Australian VET system and the features pertinent to the IVET/CVET distinction; and (3) a summary of expert views in relation to six questions on the distinction between IVET and CVET.
One Smithsonian: Greater Reach, Greater Relevance, Profound Impact. Annual Performance Plan, Fiscal Year 2020
Author: Smithsonian Institution
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Museums,Institutional Mission,Program Administration,Public Agencies,Scholarship,Strategic Planning,Research Needs,Exhibits,Facility Improvement,Program Effectiveness,Fiscal Capacity,Private Financial Support,Heritage Education,Cultural Background,Diversity

In December 2017, the Smithsonian unveiled a new Strategic Plan. The plan sets goals to help be more collaborative and efficient in work, build and deployment of digital competency, and engage new and more diverse audiences in meaningful ways. The plan also continues to improve facilities maintenance and collections care to be even better stewards of America's treasures and seek out new strategic partnerships to expand reach. To ensure that ambitious goals will be successfully implemented over the next five years, a dedicated Strategic Plan Implementation performance tracking structure will enable focus on accomplishment of a focused set of annual strategic priorities and measures of goal success. The Fiscal Year 2020 Annual Performance Plan is presented in this report.
Content Validity and Confirmatory Factor Analysis of Cooperative Learning Attitude Scale (CLAS) for the EFL Students
Author: Haidari, Sayed Masood
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Test Construction,Attitude Measures,Expertise,Student Attitudes,Self Efficacy,Language Proficiency,Self Management,Learning Motivation,Psychological Patterns,Construct Validity,Content Validity,Foreign Countries,English (Second Language),English Teachers,Preservice Teachers

This study reports on the development of a cooperative learning attitude scale for the EFL students based on expert reviews and examines its construct validity. Three rounds of expert reviews were conducted. In each round, five content experts reviewed the items and rated their relevance to the content domain and their comprehensibility. The expert panel also assigned the items to the suggested sub-scales. After item elimination and major revisions, 45 items representing five factors with perfect reviewer consensus were retained. Although the scale was developed via expert review, the authors checked the construct validity of the instrument through CFA by collecting data from 136 pre-service EFL teachers. The results suggested elimination of six more items owing to their insignificant t values or low factor loadings, which were eliminated after two reviewers recommended to. The resultant fit statistics supported a good-fitting model with t statistics and item-total correlation significant across all variables. The coefficient alpha confirmed internal consistency of the scale and that of sub-scales.
Exploring the Role of L2 in L1 Writing: Clues from English Teachers&apos; Think Aloud Protocols
Author: Torres, Joel M.
Date: 2017-12-00
Type: Reports - Research
Subjects: Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Writing Processes,Writing (Composition),Language Usage,Bilingualism,Language Teachers,Protocol Analysis,Code Switching (Language),Language Role,Transfer of Training,Foreign Countries,High School Teachers,Teacher Attitudes,Tagalog

In the past, the ESL/EFL field has intensively explored the effects of L1 to L2, yet overlooked the possible effects of L2 to L1. Hence, this study is an attempt to offer an initial answer as regards the considerable interest in how bilinguals make use of their language repertoires when engaged in an L1 composing task. Four Filipino English teachers from four senior high schools were asked to compose essays in their L1 (Tagalog). Think Aloud Method was used to identify the roles of L2 (English) during the L1 composing activities and a semi-structured interview was carried out to determine participants' reasons for language switching. Data from their Think-Aloud Protocols revealed that L2 was adopted as a common strategy during the L1 composing process particularly in text-generating (producing and reviewing the text), idea-generating (planning), idea-organization (planning), task examining, and process-controlling. The amount of L2 use varied with each category of composing activities and among the participants. Participants' exposure to L2 and the lack of equivalent concepts in L1 made the participants resort to their L2 while writing in their L1. [This paper was published in &quot;Philippine Journal of Linguistics&quot; v48 p30-50 Dec 2017 (ISSN 0048-3796).]
Convergence of K-12 and Higher Education: Policies and Programs in a Changing Era
Author: Loss, Christopher P.
Date: 2018-08-28
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Higher Education,Educational Policy,Accreditation (Institutions),Educational Change,Alignment (Education),State Policy,Educational Research,Policy Analysis,Educational Trends,Public Agencies,Accountability,Futures (of Society)

In a recent volume published by Harvard Education Press, &quot;The Convergence of K-12 and Higher Education: Policies and Programs in a Changing Era&quot; (see ED568824), Christopher Loss and Patrick McGuinn gathered a group of researchers to explore the &quot;convergence&quot; of US education policy fifty years after the passage of the Elementary and Secondary Education Act (ESEA) and the Higher Education Act (HEA) of 1965. At the beginning of the twenty-first century, a mix of political, economic, demographic, and technological developments are transforming K-12 and higher education and, with the help of federal policy, narrowing the distance that has long separated the two sectors. The book provides a broad-gauge view of the convergence process along with an analysis of the dynamics and policies that have shaped it in the past and that will continue to shape it in the future. Summarizing key arguments from the book, this report points out that now more than ever, K-12 and higher education need to converge on a shared mission and partner to advance the individual interests of American students and the collective interests of the nation. It concludes with the following five steps that could be taken to facilitate this process: (1) Combine ESEA and HEA; (2) Merge State K-12 and Higher Ed Policies and Agencies; (3) Encourage K-16 Bridge Building; (4) Incorporate K-12 and Higher Ed Engagement in Accreditation Reviews; and (5) Reconceptualize Educational Scholarship.
The Economic Impact of the State University of New York. By the Numbers
Author: Schultz, Laura
Date: 2018-11-01
Type: Reports - Research
Subjects: Public Education,State Colleges,Economic Impact,Industry,Geographic Regions,Employers,Employment,Commercialization,Research and Development,Alumni,Employees,Academic Degrees,Labor Force,Intellectual Disciplines,Income,Expenditures,Educational Finance

The State University of New York (SUNY) is one of the nation's largest public systems of affordable quality higher education. What is the economic impact of SUNY as an employer and manager of sixty-four campuses and three hospitals across New York? What is SUNY's overall contribution to the innovation infrastructure and labor force in New York? Simply put, SUNY is a key driver of the New York State economic engine. SUNY's annual economic impact in New York State is $28.6 billion. This represents a 27 percent growth in overall state economic impact since 2008. The SUNY system educates 436,277 students, employs 77,900 faculty and staff, and has an operating budget of $11.2 billion. To put this in perspective, if SUNY were a private company it would be among the ten largest employers in New York State. The SUNY system includes community colleges, four-year colleges, graduate and research centers, medical schools and hospitals, a law school, and significant commercialization activities. These operations and student expenditures supported a total of 179,400 jobs through direct and indirect employment. As a point of comparison SUNY's impact for 2008-09 was $19.8B ($22.5B in 2018 dollars). The growth in impact has been driven by SUNY's expanding hospitals and research activities, which now account for 43 percent of SUNY's revenue. This report examines statistical evidence of SUNY's impact on New York industries; SUNY's economic impact by region; SUNY as a research and commercialization hub; and SUNY's alumni in the workforce.
Uneven Distribution of Education Aid within Big 5 School Districts in New York State. By the Numbers
Author: Malatras, Jim
Date: 2018-11-14
Type: Reports - Research
Subjects: Educational Finance,Resource Allocation,School Districts,State Aid,Educational Equity (Finance),Expenditure per Student,Poverty,Disadvantaged Schools,Low Income Students,School District Wealth

Every school district in New York spends more per student than the national average. Yet, there are variations among districts -- largely depending on communities' relative wealth to help fund their school district. State aid attempts to equalize local wealth capacity among districts, which is evident by the fact that more than 72 percent of the state education aid increase goes to the neediest districts, while a little more than 5 percent of the increase goes to the wealthiest districts. Even with spending disparities among districts across the state, every school district in New York spends more per student than the national average. Within districts, however, is aid distributed equitably to individual schools? In 2018, districts must report individual school-level data to the New York State Division of the Budget and State Education Department if they have four or more schools and receive more than 50 percent of their total revenue from state aid or they are located in a city with a population of more than one million. A total of seventy-six school districts are required to submit detailed spending data this year. In 2018, individual school-level data was made available for the Big 5 school districts: Buffalo, New York City, Rochester, Syracuse, and Yonkers--allowing for an apples-to-apples analysis into the hundreds of individual schools within these districts. Preliminary findings, as highlighted in this report, suggest that more needs to be done at the district level to equalize per-pupil funding within the districts, especially when dealing with the highest-poverty schools.
The Starts and Stumbles of Restorative Justice in Education: Where Do We Go from Here?
Author: Gregory, Anne
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Justice,Punishment,Educational Change,Equal Education,Resilience (Psychology),Educational Innovation,Program Implementation,Program Evaluation,Racial Bias,Educational Environment,Student Development,Student Behavior,Teacher Behavior

Schools are implementing Restorative Justice in Education (RJE) initiatives across the United States, often to reduce the use of out-of-school suspension, which is known to increase the risk for dropout and arrest. Many RJE initiatives also aim to strengthen social and emotional competencies, reduce gender and racial disparities in discipline, and increase access to equitable and supportive environments for students from marginalized groups. This policy brief summarizes research on restorative initiatives, with a focus on implementation and outcomes in U.S. schools. The authors present the accumulating evidence that restorative approaches can reduce the use of exclusionary discipline. They describe promising evidence that such approaches can narrow racial disparities in discipline. They consider the mixed findings related to improving school climate and student development in light of possibly faulty models and mis-implementation of RJE. Finally, the authors offer recommendations for comprehensive RJE models and strategic implementation plans that they believe will result in more consistent positive outcomes.
Building on the GED: Promising Results from a Bridge-to-College Model
Author: Treskon, Louisa
Date: 2020-05-00
Type: Reports - Research
Subjects: Equivalency Tests,High School Equivalency Programs,Transitional Programs,College Readiness,Career Readiness,Technical Institutes,Career Exploration,Program Evaluation,Program Implementation,Cost Effectiveness

Bridge-to-college programs aim to help people complete high school and enroll in postsecondary education, two milestones that increase access to economic opportunity. These programs help students obtain their high school credentials while encouraging postsecondary transition and success. Northeast Wisconsin Technical College (NWTC) in Green Bay, Wisconsin, implemented a bridge-to-college program in 2015 to help more students earn their GED credentials and transition to postsecondary education. This GED Bridge program had three components that distinguished it from NWTC's traditional GED class, called GED Prep 2: (1) a NWTC-developed &quot;contextualized&quot; curriculum -- one that focused on original texts and materials related to specific careers (to build students' academic skills and raise their awareness of those careers) -- in contrast to GED Prep 2 classes that focused on GED test preparation materials; (2) individual support to help students plan their transition to postsecondary education, plus career exploration and transition planning in class; and (3) managed cohort enrollment, meaning that students started each class section together, in contrast to the open enrollment of the GED Prep 2 class where new students could enroll at any time. This report describes an evaluation of NWTC's GED Bridge program that included impact, implementation, and cost analyses. The impact analysis employed a random assignment design. Eligible applicants were randomly assigned to either the GED Bridge class or the GED Prep 2 class and followed for 18 months. The research team used administrative data to measure differences in class attendance and persistence, GED testing and completion, and enrollment in postsecondary education. This evaluation contributes to a small but growing body of research that suggests that bridge-to-college programs may be effective in improving both GED completion and postsecondary enrollment.
IDRA Newsletter. Volume 46, No. 10, November-December 2019
Author: Goodman, Christie L., Ed.
Date: 2019-00-00
Type: Collected Works - Serial
Subjects: School Holding Power,Educational Legislation,State Legislation,Remedial Instruction,Community Colleges,College Readiness,Two Year College Students,Barriers,School Policy,Educational Practices,Public Schools,Student Attrition,Academic Standards,High Schools,Middle Schools,Elementary Schools,Student Needs,Dropouts,Academic Persistence,Racial Differences,Ethnicity,Gender Differences,Youth Programs,Dropout Prevention,At Risk Students,Tutoring

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;School Holding Power.&quot; Contents include: (1) Texas Higher Education Law Aims to Improve Outcomes for Students in Developmental Education (Bricio Vasquez); (2) Three Guiding Principles for Removing College Readiness Barriers in School Policies and Practices (Nilka Avilés and Hector Bojorquez); (3) Texas Public School Attrition Study Highlights, 2018-19 -- Attrition Rate Down to 21%, But Texas High Schools Lost Over 88,000 Students Last Year (Roy L. Johnson); (4) Valued Youth Partnership Tutor on the Importance of Being Able to Ask Questions in School (Emaje' Williams).
A Review of Web-Based Special Education Resources Provided to Parents by State Departments of Education
Author: Farley, Jennifer
Date: 2020-00-00
Type: Information Analyses
Subjects: State Departments of Education,Information Dissemination,Access to Information,Special Education,Web Sites,Parents,Geographic Location,Conflict Resolution,Parent Participation,Individualized Education Programs,Parent Rights,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Resources,Language Usage,Student Needs,Information Needs,Student Rights,Public Schools,Elementary Secondary Education

Parents who are knowledgeable of special education are more likely to engage in their child's education. Parents seek information about special education from a number of sources including State Departments of Education (SDEs). However, little is known about the web-based special education resources SDEs provide to parents. We sought to address this gap by conducting a comprehensive review of SDE websites and special education resources. Two-thirds of SDEs provided special education resources in a parent-designated section of their website. The number of resources provided varied greatly by state and the majority of resources were specific to conflict/dispute resolution. Future research should explore how information provided can best support increased parental knowledge to improve parental engagement. Limitations and implications are discussed. [This is the online version of an article published in &quot;The Journal of Special Education.&quot;]
Investing for &quot;Impact&quot; or Investing for Profit? Social Impact Bonds, Pay for Success, and the Next Wave of Privatization of Social Services and Education
Author: Carnoy, Martin
Date: 2020-02-00
Type: Reports - Research
Subjects: Social Services,Privatization,Financial Support,Investment,Elementary Secondary Education,Educational Legislation,Federal Legislation,Grants,Educational Finance,Social Responsibility

A major new financial phenomenon has appeared within the social services arena, with corresponding legislation poised to change how social services are delivered and who delivers them. While different programs use different terms--including, for example, Pay for Success (PFS) or Results-Based Financing (RBF)--the umbrella term encompassing all such programs is Social Impact Bond (SIB). SIBs are promoted as a way to help fund projects in such areas as health care, homelessness, early education, workforce development, and prison reform. These investments are thought to have potential to cut costs but are nonetheless viewed as too risky for public agencies to directly invest their scarce public funds. In this review, the authors examine whether SIB financial structures provide all that they promise and whether results so far yield any insights into their future direction and potential pitfalls.