ethanporcaro/eric-fulltext-meta huggingface dataset:
Proceedings of International Conference on Humanities, Social and Education Sciences (Washington, DC, July 15-19, 2020)
Author: Thripp, Richard, Ed.
Date: 2020-00-00
Type: Collected Works - Proceedings
Subjects: Social Sciences,Elementary Secondary Education,Humanities,Young Adults,Game Based Learning,Money Management,Recreational Activities,Student Participation,College Students,Correlation,Personality Traits,Risk,Metabolism,Molecular Structure,Life Satisfaction,Psychological Patterns,Supervisors,Role,Doctoral Students,Skill Development,Public Schools,Private Schools,Foreign Countries,Competition,Mathematics Skills,Second Language Instruction,Instructional Materials,Linguistics,Indonesian,Foreign Students,Early Childhood Education,Bachelors Degrees,Teacher Competencies,Standards,Preservice Teacher Education,Music,Popular Culture,Citations (References),Mathematics Instruction,History Instruction,Teaching Methods,Pandemics,COVID-19,Interdisciplinary Approach,School Closing,Models,Program Effectiveness

&quot;Proceedings of International Conference on Humanities, Social and Education Sciences&quot; includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on July 15-19, 2020 in Washington, DC, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.
Financial Aid in Washington&apos;s Community and Technical Colleges: Key Program Participation and Outcomes. Research Report 20-2.1
Author: Washington State Board for Community and Technical Colleges
Date: 2020-06-15
Type: Reports - Research
Subjects: Student Financial Aid,Low Income Students,Access to Education,Resource Allocation,Federal Aid,State Aid,Grants,Student Loan Programs,Scholarships,Community Colleges,Vocational Schools,Graduation Rate,Student Characteristics,Gender Differences,Racial Differences,College Transfer Students,Age Differences,Ethnicity,Educational Attainment,Two Year College Students,College Bound Students

Financial aid is an ever-growing topic of interest to researchers as well as policymakers in understanding the impact and relationship to student success. Aid comes in many forms, from merit-based or need-based scholarships and grants, loans, tuition waivers, and other. Federal and state aid programs alike are typically designed to assist students without the financial means to pay for college out of pocket. Concerns about the rising cost of education and increasing levels of student debt have led to much policy focus around how to increase the amount of grant aid for students and minimize debt after graduation. Washington state in particular has several financial aid programs that are designed to support low-income students' access to college, and in particular, those students with the largest barriers. Washington is poised to serve as a policy leader for need-based aid as part of the solution for education access and contribution to the workforce. With this visibility comes a new level of accountability for the colleges to assess where we are now and set up systems to track the effectiveness of the new investment in meeting the needs of students and our state. The purpose of this paper is to describe the historical patterns of financial aid and establish a baseline of where the community and technical college system stands in current day to aid in this evaluation. This paper seeks to answer the following research questions: (1) What are the most common financial aid categories? How many students receive the different types of aid each year, and what is the average amount awarded?; (2) Have the distributions of aid types changed over time?; (3) What are the demographic breakdowns within the largest federal and Washington-focused financial aid categories of Pell grant, Federal loans, State Need Grant/WA College Grant, Opportunity Grant, and the College Bound Scholarship?; (4) Have demographics within each aid type changed over time?; and (5) What are the completion rates for students within each aid type, four years after they receive aid? What kind of credential do they earn? How many quarters on average does it take to complete? The paper concludes with a summary of key findings as well as next steps for future research, in particular in light of the emerging impact of COVID-19 on the future for Washington students in higher education.
Opportunity Grant and I-BEST Programs: Enrollment and Outcomes. Research Report 18-1
Author: Washington State Board for Community and Technical Colleges
Date: 2018-03-16
Type: Reports - Research
Subjects: Community Colleges,Student Financial Aid,Low Income Students,Literacy Education,Job Skills,College Readiness,At Risk Students,Minority Group Students,Enrollment Trends,Student Characteristics,Intellectual Disciplines,Credentials,Academic Degrees,Gender Differences,Racial Differences,Ethnicity,Age Differences,Occupations,Associate Degrees,Educational Certificates,Wages,Grants,Program Effectiveness,Job Training,Technical Institutes

The Opportunity Grant (OG) program is the Washington community and technical college system's dedicated financial aid program designed to help low-income students enroll in and complete programs leading to high-wage, high-demand careers. Washington's Integrated Basic Education and Skills Training (I-BEST) program is a nationally recognized model for students pursuing professional-technical programs. It integrates literacy, work, and college-readiness skills so students can move through school and into living wage jobs as efficiently as possible. The primary goal of both the OG and I-BEST programs is to support students as they enroll in and efficiently and cost-effectively progress through programs leading to living wage jobs. Low-income, historically underserved students of color, and students with low academic readiness are the target populations to benefit from the programs. The following report is an evaluation of enrollments, demographics trends, completions, and employment outcomes for students participating in the OG, I-BEST, and both programs to answer the following questions: (1) What are the enrollment trends for students in each program, and how many participate in both?; (2) Who is accessing the programs? What are the demographics of students in each program and those who participate in both?; (3) What programs of study are students in each program enrolling in? What are the demographic trends in each program of study?; (4) What types of credentials do students who participate in the programs complete?; (5) What are students earning after they participate in the programs? Is there a difference by program of study and type of credential?; and (6) Is there is a difference in earnings for students before enrollment in college and after they leave, with or without a credential?
Language Learning in the 21st Century: Current Status and Future Directions
Author: Czerkawski, Betül
Date: 2020-11-16
Type: Reports - Evaluative
Subjects: Futures (of Society),Second Language Learning,Second Language Instruction,Trend Analysis,Educational Trends,Learning Experience,Higher Education,Barriers,Intercultural Communication,Cultural Awareness,Teaching Methods,21st Century Skills,Lifelong Learning,Instructional Design,Cultural Pluralism,Computer Mediated Communication,Information Technology

In Chapter 1, Betül Czerkawski and Margherita Berti focus on the challenges higher education faces when coping with new realities. How do learners acquire the skills necessary for effective cross-cultural communication? What professional learning opportunities do universities offer to language learners? What are some present practices found in universities today, and how are these practices shaping tomorrow's FL language education? The key issues raised in this chapter center on the need to go beyond just language and focus more broadly on technology-supported communication in multicultural settings, the importance of better language teacher preparation, the necessity of FL curricula so they foster 21st century skills and lifelong learning, and the importance of instructional design to develop meaningful learning experiences that help people navigate complex realities and constantly evolving environments. The authors offer possible ways in which these issues can be addressed and end with a discussion of future trends. [For the complete volume, &quot;Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in/for the 21st Century,&quot; see ED608931.]
Multiplying Skills, Adding Value. Numeracy and Mathematics for Scotland&apos;s Learners: A Thematic Inspection. Full Report
Author: Education Scotland
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Instruction,Numeracy,Early Childhood Education,Elementary Secondary Education,Special Education,Mathematics Curriculum,Student Needs,Teaching Methods,Teacher Competencies,Mathematics Achievement,Teacher Responsibility,Program Effectiveness,Self Evaluation (Individuals),Mathematics Skills,Faculty Development,Achievement Gap,At Risk Students,Barriers,Special Schools,Interdisciplinary Approach,Leadership Responsibility,Transitional Programs,Teacher Student Relationship,Parent Role

This report reviews current practice in numeracy and mathematics. It contains advice and guidance around what is working well, as well as important areas for discussion and further development. The report is intended to promote improvements in Scottish education by using the findings of inspection to stimulate reflection and professional dialogue and act as a stimulus for ongoing professional learning. Her Majesty's (HM) Inspectors visited 40 establishments from the early learning and childcare, primary, secondary and special sectors across Scotland's 32 local authorities between January and June 2019. They observed learning at first-hand, reviewed documentation and spoke with a range of stakeholders. HM Inspectors gathered evidence and evaluated progress in the following aspects: (1) Curriculum: the effectiveness of the numeracy and mathematics curriculum in meeting the needs of all learners; (2) Learning and teaching: the quality of learning and teaching in numeracy and mathematics; and (3) Attainment and achievement: the effectiveness of raising the attainment and achievements of all learners in numeracy and mathematics. HM Inspectors also explored specific key factors including themes of leadership and improvement planning. This report provides the professional view of HM Inspectors, drawing on the findings from these visits along with evidence from recent inspections. [For &quot;Multiplying Skills, Adding Value. Numeracy and Mathematics for Scotland's Learners: A Thematic Inspection. Executive Summary,&quot; see ED608958.]
A Study of All-Girls Secondary Schools Supported by the Young Women&apos;s Preparatory Network in Texas School Districts. Policy Brief
Author: Pustejovsky, James E.
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Single Sex Schools,Females,College Preparation,Partnerships in Education,Mathematics Achievement,Science Achievement,Discipline,Economically Disadvantaged,Middle School Students,High School Students,Student Behavior,Educational Attainment,Academic Achievement,Graduation Rate,Secondary Schools

The Young Women's Preparatory Network (YWPN) is a private foundation that supports single-sex, college preparatory schools throughout Texas. Over the past fifteen years, the organization has worked through public-private partnerships to establish and support public, all-girls secondary schools in districts across Texas. This study evaluated the effects of attending the seven established all-girls schools in the YWPN, relative to attending a co-educational school in the same district, on attendees' educational trajectories. This evaluation took a high level view of understanding the effects of attending YWPN schools, focusing on average effects for students who attended one of seven schools in the YWPN network between 2007-08 and 2014-15. These schools were established and are supported through a partnership between the public independent school districts and the YWPN foundation. The primary policy implication of this study is that sustained support for these partnerships is warranted in light of the schools' beneficial impacts on academic performance and behavior during middle school and their marked positive impacts on college enrollment.
Multiplying Skills, Adding Value. Numeracy and Mathematics for Scotland&apos;s Learners: A Thematic Inspection. Executive Summary
Author: Education Scotland
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Mathematics Instruction,Numeracy,Early Childhood Education,Elementary Secondary Education,Special Education,Mathematics Curriculum,Student Needs,Teaching Methods,Teacher Competencies,Mathematics Achievement,Teacher Responsibility,Program Effectiveness,Self Evaluation (Individuals),Mathematics Skills,Faculty Development,Achievement Gap,At Risk Students,Barriers,Special Schools,Interdisciplinary Approach,Leadership Responsibility,Transitional Programs,Teacher Student Relationship,Parent Role

This executive summary accompanies the report, &quot;Multiplying Skills, Adding Value. Numeracy and Mathematics for Scotland's Learners: A Thematic Inspection.&quot; The report reviews current practice in numeracy and mathematics. It contains advice and guidance around what is working well, as well as important areas for discussion and further development. The report is intended to promote improvements in Scottish education by using the findings of inspection to stimulate reflection and professional dialogue and act as a stimulus for ongoing professional learning. Her Majesty's (HM) Inspectors visited 40 establishments from the early learning and childcare, primary, secondary and special sectors across Scotland's 32 local authorities between January and June 2019. They observed learning at first-hand, reviewed documentation and spoke with a range of stakeholders. HM Inspectors gathered evidence and evaluated progress in the following aspects: (1) Curriculum: the effectiveness of the numeracy and mathematics curriculum in meeting the needs of all learners; (2) Learning and teaching: the quality of learning and teaching in numeracy and mathematics; and (3) Attainment and achievement: the effectiveness of raising the attainment and achievements of all learners in numeracy and mathematics. HM Inspectors also explored specific key factors including themes of leadership and improvement planning. This report provides the professional view of HM Inspectors, drawing on the findings from these visits along with evidence from recent inspections. [For &quot;Multiplying Skills, Adding Value. Numeracy and Mathematics for Scotland's Learners: A Thematic Inspection. Full Report,&quot; see ED608956.]
Survey of Childcare and Early Years Providers 2019. Technical Report
Author: Marshall, Lydia
Date: 2019-11-00
Type: Reports - Research
Subjects: Child Caregivers,Preschool Teachers,Preschool Education,Child Care,Foreign Countries,Teacher Student Ratio,Educational Policy,Educational Finance,Tax Credits,Students with Disabilities,Special Needs Students,Teacher Qualifications,Teacher Salaries,Costs,Income,Fees,Enrollment,Institutional Characteristics,Young Children

The Survey of Childcare and Early Years Providers (SCEYP) is important for monitoring and evaluating childcare and early years provision. Covering group-based providers (private, voluntary and school/college/LA/other unclassified), school-based providers (those offering nursery provision and maintained nursery schools) and childminders, it provides a representative snapshot of early years provision in England. It helps the Government, including the Department for Education (DfE), understand the issues that providers face, informing development of early years and childcare policy. The DfE commissioned the National Centre for Social Research (NatCen) and Frontier Economics to conduct the SCEYP 2019. The programme of research entailed two surveys. The main SCEYP 2019 entailed a large mixed mode survey, which could be completed either online or on the telephone. It collected data on a variety of topics such as staff-to-child ratios, delivery of Government policies including funded entitlements and Tax-Free Childcare (TFC), children with Special Educational Needs and Disabilities (SEND), staff qualifications and pay, and the financial side of providing childcare such as costs, incomes and fees. There were also a number of core questions such as the number of children registered at the setting. The short SCEYP was delivered online and on paper, and included questions on fees and Government funding received, as well as a small number of core questions, such as the number of children registered at the setting. The purpose of this short survey was to provide robust fee and funding estimates at a local authority (LA) level by aggregating data collected across this and the main SCEYP.
How Early Years Providers Support Disadvantaged Children, Children with SEND, the Home Learning Environment and Healthy Eating. Research Report
Author: Butt, Sarah
Date: 2020-10-00
Type: Reports - Research
Subjects: Child Caregivers,Preschool Teachers,Preschool Education,Child Care,Foreign Countries,Students with Disabilities,Special Needs Students,Costs,Educational Finance,Student Needs,Family Environment,Eating Habits,Health Behavior,Health Promotion,Resource Allocation,Barriers,Food,Financial Support,Disadvantaged Youth,At Risk Students,Low Income Students,Parents as Teachers,Parent School Relationship

This report uses data from a survey that is a follow-up to the survey of childcare and early years providers for 2019. It provides data on: (1) the special educational needs inclusion fund (SENIF); and (2) early years' providers experiences of different funding mechanisms, particularly the early years pupil premium (EYPP), disability access fund (DAF). It also includes data about support for children with special educational needs and disabilities (SEND) and the home learning environment, in addition to awareness and use of early years food guidance. [For &quot;Survey of Childcare and Early Years Providers 2019. Technical Report,&quot; see ED608959.]
The Social Dimension of Learner Autonomy in a Telecollaborative Project: A Russian Course for Apprentice Engineers
Author: Chachkine, Elsa
Date: 2020-11-16
Type: Reports - Research
Subjects: Russian,Apprenticeships,Engineering Education,Action Research,Cultural Awareness,Second Language Learning,Second Language Instruction,21st Century Skills,Sociocultural Patterns,Course Objectives,Independent Study,Self Determination,Metacognition,Self Efficacy,Cooperative Learning,Computer Mediated Communication,Foreign Countries,Learning Theories,French,Language Teachers,Teacher Education Programs,Program Descriptions,Social Media,International Educational Exchange,Computer Assisted Instruction,Semantics,Scaffolding (Teaching Technique),Teaching Methods,College Students,Study Abroad

According to the International Labour Organisation (ILO, 2019), many of today's skills will not match the jobs of tomorrow. Lifelong learning and learning to learn are thus crucial. The main objective of this exploratory research is to investigate how the social dimension of the Russian course sustains autonomisation and whether it supports the development of language, cultural, and other skills needed by 21st century apprentice engineers. The aim is also to enrich practices and try to improve the course in terms of student guidance, learning, and well-being, following an action research process that seeks transformative change through the simultaneous process of taking action and conducting research (Stringer, 2008). To do so, the author will first examine the rationale of the course in light of the literature, combining sociocultural theory with the paradigm of autonomous learning through the lens of self-determination, self-regulation, and self-efficacy theories, which is an original theoretical basis for language learning research in France. Following a qualitative approach, the author will then analyse the data collected to explore how the social dimension manifests itself and its impact in terms of learning. [For the complete volume, &quot;Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in/for the 21st Century,&quot; see ED608931.]
Questioning the Notion of &apos;Professionalisation&apos;: LANSOD Contexts and the Specific Case of a Musicology Undergraduate Programme
Author: Labetoulle, Aude
Date: 2020-11-16
Type: Reports - Descriptive
Subjects: Foreign Countries,Languages for Special Purposes,College Second Language Programs,Undergraduate Study,Music Education,Professional Development,Relevance (Education),English (Second Language)

Most university degrees in France include languages as part of the curriculum. LANguages for Students of Other Disciplines (LANSOD) courses refer to language courses destined to students whose major is not languages, but another discipline such as musicology or chemistry. It is estimated about 90% of students enrolled in French higher education attend LANSOD classes. At the same time, it is agreed that French universities should 'professionalise' students -- that is, prepare them for their future professional lives. This chapter aims at questioning the notion of professionalisation in the specific context of LANSOD university courses in France. To do so, the author will first investigate how 'professionalisation' is commonly defined and how it is implemented in French universities, especially in LANSOD courses. The second part of this article will deal with the particular case of a LANSOD undergraduate course at the University of Lille; the point is to illustrate how complex it can be to design a curriculum relevant to learners' future professional needs and to provide practitioners with tools that could prove useful in similar contexts for the design of professionalising LANSOD courses. [For the complete volume, &quot;Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in/for the 21st Century,&quot; see ED608931.]