ethanporcaro/eric-fulltext-meta huggingface dataset:
Social and Emotional Learning and Play in Early Years
Author: Ljubetic, Maja
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Social Emotional Learning,Play,Preschool Children,Child Development,Interpersonal Competence,Preschool Education

The aim of the paper is to briefly explain the relationship between &quot;early and preschool-aged children's play&quot; and social-emotional learning (SEL). Play, as the child's dominant activity, ensures his full and healthy development and SEL makes a significant contribution to it. As SEL is important for a children's healthy growth, it has recently been the subject of numerous studies and, as a result, has become an indispensable part of the curricula of educational institutions. Socio-emotional competencies enable children to make achievements and advance both academically and personally. In this paper, the emphasis is placed on symbolic and peer play and it is concluded that both types provide opportunities for enhancing all social and emotional competencies (responsible decision-making, social awareness, social skills, self-awareness, and self-management). The prerequisite for creating the conditions for appropriate SEL of early and preschool-aged children are socially-emotionally competent educators (and parents). It is necessary to enrich study programmes at universities where educators are trained in the field of social-emotional competencies and indirectly to enable parents of early and preschool-aged children to learn this as well.
Human Rights Policies: A Comparative Analysis of Mexico--Costa Rica
Author: Molina, Amelia
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Civil Rights,Public Policy,Educational Policy,Comparative Analysis,International Law,International Organizations,Civil Rights Legislation,Educational Legislation

Part of the process of broader research is presented, in which it is necessary to establish a context of comparison between two Latin American nations. They implement educational policies related to human rights and training for social coexistence. It is assumed that the role of international organizations strongly influences the definition of such policies. For this, a comparative analysis is presented between what these organizations dictate and how they are retaken or redefined from two countries: Mexico and Costa Rica. For the analysis, the classic comparative methodology of Bereday (1968) is used. The description is presented based on primary, national and international sources, on the guidelines and policies of educational systems. Human Rights are considered as thematic axis. The interpretation phase is based on the construction of meaning that each country gives to its educational policies. This, considering the recommendations or guidelines of supranational organizations. Finally, the juxtaposition and comparison phases are developed, where the recurrences presented by the Mexican and Costa Rican educational policy documents are identified, considering the supranational guidelines, in order to build hypotheses or inquiry questions. In general, it is concluded that the policies of the countries studied are mediated by supranational organizations and, in turn, in their construction process they go through structural links (Torres, 2004), where each one re-produces its policies based on its sociocultural contexts.
Support for Students in Foster Care. Policy Brief
Author: Evans, Alyssa
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Foster Care,Student Needs,Barriers,Elementary Secondary Education,Postsecondary Education,Access to Education,Enrollment,Attendance,Student Personnel Services,Academic Support Services,State Policy,Public Policy,Educational Policy,Agency Cooperation,At Risk Students,LGBTQ People,Homeless People,Racial Differences,Ethnicity,Federal Legislation,Educational Legislation,Child Welfare,Holistic Approach,Student Rights,Data Collection,Access to Information,Student Transportation,Transitional Programs,Financial Support,Trauma,Community Schools,Money Management

Several systemic factors contribute to the lack of stability and educational opportunities for students in foster care, including lack of transportation to the school of origin (or the schools they enrolled in when they first entered foster care), difficulty enrolling in new schools and transferring credits between school districts, gaps in attendance as a result of disruptions in their lives, and trouble accessing services for both the students and their parents/guardians. States have taken various approaches to addressing these challenges, including policies that directly address barriers for students in foster care and those that indirectly affect this population. This Policy Brief includes examples of federal and state policies intended to support students in foster care and improve their K-12 educational stability and success, as well as opportunities to encourage postsecondary engagement and persistence.
Institutional and Individual Autonomy in Relation to Research Productivity in Hungarian and South African Higher Education Contexts
Author: Rónay, Zoltán
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Institutional Autonomy,Professional Autonomy,Productivity,Educational Research,Foreign Countries,Higher Education,Comparative Education,Faculty Workload

As scholars we navigate in the fast changing and demanding research environment. The pressure to produce tangible outputs, secure funding, and undertake international collaborations has high implications on individual researchers' work and well-being. The issues brought forefront in scholarly literature showcase the impact of research pressures on other academic duties such as teaching, scholarly service and community engagement. The attention is also drawn to the ways in which the above mentioned pressures influence choices researchers make regarding their research agenda. In this reflective paper we take the academic discourse a step further to explore how demands of research productivity intertwine with institutional and individual autonomy in our respective countries, Hungary and South Africa. Our conceptual framework is informed by commonly recognized levels of autonomy in HEIs, which relate to research activities. The three levels include: individual researcher, collaborative research teams and the institution at large. Considering the complexity of the topic and length restriction for this paper, we narrow our focus to how institutional and individual researcher's autonomy converge with two research productivity activities, namely dependence on funding and selection of outlets for research outputs.
Knowledge as Currency: A Comparative Exploration of the Relationship between Education Expenditure and Gross Domestic Product in the European Union and BRICS Countries
Author: Otto, Michelle
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Education,Economic Development,Skilled Workers,Social Systems,Foreign Countries,Correlation,Public Education,Cross Cultural Studies,Human Capital,Expenditures,Educational Finance,Financial Support,Budgets

The purpose of this paper is to explore the relationship between the percentage of expenditure on public education of a country and the effect that each percentage mark has on the economic growth, and therefore Gross Domestic Product (GDP) of a country. The goal of this paper is to explore how investment in education impacts the economic growth of a country through the production of more skilled workers in the workforce. This paper aims to draw a comparison between the BRICS countries, and a representative number of the countries in the European Union to compare the investment, process and product delivered through these groupings. By looking at the production function from a Marxist perspective it is inevitable to notice that the error coefficient is significantly higher within the BRICS countries than in the European Union, which is reflected in the rate of economic growth. This paper would be of interest to economists, education policy makers, researchers, and scholars.
A New Approach for Curbing College Tuition Inflation. Report
Author: Akers, Beth
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Tuition,Costs,Value Judgment,Competition,Economic Factors,Public Colleges,Two Year Colleges,Private Colleges,Fees,College Choice,Student Financial Aid,Information Dissemination,Federal Regulation,State Regulation

Over the last two decades, prices in higher education have grown more quickly than prices in almost any other sector of the economy. Tuition inflation has been extensively examined. The examinations, however, have focused on a narrow set of explanations, none of which has revealed obvious opportunities for policy interventions that would slow this trend at a reasonable cost. All these are relevant factors, but they approach the issue only from the supply side. These studies neglect to deal with this question: Why has pressure from the market failed to mitigate these effects, as would normally happen in competitive markets for other products and services? In this report, four other possible demand-side explanations for tuition increases will be discussed: (1) Poor information on the value of different colleges and majors and the &quot;Golden Ticket&quot; fallacy, in which aspiring students seemingly overvalue the return of a college degree; (2) The opaque system of pricing that makes comparison-shopping for college difficult and expensive; (3) Geographic constraints of aspiring students and the resulting implications on competition; and (4) Regulation preventing lower-cost alternative business models to enter the marketplace to compete with existing traditional providers.
Do Charter Schools Harm Traditional Public Schools? Years of Test-Score Data Suggest They Don&apos;t. Report
Author: Winters, Marcus A.
Date: 2020-06-00
Type: Reports - Research
Subjects: Charter Schools,Traditional Schools,Public Schools,Correlation,Tests,Scores,Achievement Gains,Educational Quality,Geographic Regions,School Districts,Mathematics Achievement,Language Arts,Competition

When the number of charter schools in a given area increases, are students who remain in traditional public schools worse off? This is a claim often made by opponents of school choice; gains made by students in charter schools, they say, come at the expense of students left behind. There is scant evidence to support this view in the existing literature, which suggests that charter schools have either no effect or even a small positive effect on students in traditional public schools. Admittedly, though, much of this research focuses on short-run test-score outcomes, and thus might miss any longer-term negative effects. Therefore, in this report, the author takes a more descriptive approach to the evidence on the relationship between charter schools and declines in public school quality. Using school-level test-score data across the United States made available by Stanford Education Data Archive (SEDA), the author shows that there is a very small but positive relationship between the proportion of students within a geographic district who attend a charter school as of 2009 and the test-score growth for students enrolled in the traditional public schools in the same district over the next seven years. The analysis in this report is intended not to show causality, but rather to show that the general pattern of test-score outcomes over this period is simply not consistent with the claim that charter school exposure for a meaningful period of time produces declines in the performance of traditional public schools.
Risk Sharing: How to Hold Colleges Accountable for the Education They Provide. Issue Brief
Author: Akers, Beth
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: College Role,Risk,Accountability,Federal Government,Government Role,Educational Quality,Student Financial Aid,Student Loan Programs,Loan Repayment,Debt (Financial),Measurement Techniques,Grants,Scholarships,Disadvantaged Youth,Access to Education,Quality Control

College has become a risky proposition for students as well as taxpayers. Fewer than six in 10 students who start a degree will ever finish, which means that they won't see a return on the money they've spent to attend--and if they took out a loan from the federal government, they might be left with unaffordable debt. In the latter case, the government's loan safety nets will bail them out. Colleges, it seems, are the only players who can't lose in the $1.9 trillion-per-year business of higher education. There is a system in place to hold colleges accountable for the services they provide, but that system is failing students and taxpayers. This issue brief analyzes how the federal government can better measure college quality in order to police access to its student aid. There are three recommendations: (1) use risk sharing to ensure that colleges compensate taxpayers for their students' use of the government's loan safety nets; (2) use a measure of the student loan repayment rate, rather than accreditation, to determine whether colleges are eligible for federal aid; and (3) use targeted grants and scholarships to ensure that disadvantaged students can enroll in colleges that might otherwise be wary of these students' ability to repay their loans.
Statutory Curtailment of School Autonomy: Recent Movements on the Centralization-Decentralization Continuum in South African Education
Author: du Plessis, André
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Administrative Organization,Educational Administration,Public Schools,Principals,Administrator Effectiveness,Educational Legislation,Educational Planning,Foreign Countries,Governance,Institutional Autonomy,Educational Quality,School Administration,Elementary Secondary Education

The South African education system has been perceived as a decentralised and democratized education system and the National Development Plan proposes that greater management autonomy should be granted to public school principals by recommending that principals should gradually be given more powers as the quality of their leadership improves. This paper however, argues that contrary to the objectives of the National Development Plan, recent and current amendments to legislation is indicative that the government is moving in the opposite direction and that school governance and management autonomy is being curtailed. This is evident through an analysis of the effect of relevant sections of the Education Laws Amendment Act 31 of 2007 and the draft Basic Education Laws Amendment Bill (2017).
Teaching as a Career Choice: Comparing the Persistent Challenges in South Africa and Seychelles
Author: Vos, Deon
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching (Occupation),Career Choice,Barriers,Comparative Education,Teacher Recruitment,Teacher Effectiveness,Teacher Behavior,Social Status,Compensation (Remuneration),Language of Instruction,Foreign Countries,Elementary Secondary Education

Both Seychelles and South Africa are experiencing serious challenges with regard to providing for the need to employ the required number and quality of teachers -- needs that are differentiated according to specific areas of competencies. In the paper, it is argued that each of the education systems of these two countries should have a well-planned recruitment strategy and particular attention should be paid to preparing a recruitment message that will attract possible candidates. Each of the education systems has been found to be lacking in several aspects of the recruitment message, such as the social status of the teaching profession and the comparison of teachers' remuneration. It has been found that South Africa is better placed than Seychelles in respect of only two factors, namely teacher training opportunities and better comparable remuneration packages of teachers in South Africa. It is clear that all of the stakeholders should be involved in the recruitment of teachers. Other developing education systems can learn from the experiences of the two countries.
The Academic Research Enterprise: Current Climate Worldwide
Author: Niemczyk, Ewelina K.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Research,Productivity,Higher Education,Attitudes,Researchers,Foreign Countries,Publish or Perish Issue,Financial Support

The effectiveness of academic research enterprise depends on several factors including talented and interconnected scholars, adequate and dependable resources, and quality research. These elements need to function in harmony in order to result in research knowledge that adds value to society. Given that research capacity and innovation are internationally recognized as main determinates of national progress and prosperity, most nations make significant investment in academic research and knowledge transfer. In addition, higher education institutions worldwide are increasingly pressured to build research capacity and to increase research activity. Meanwhile, researchers are expected to show high level of research productivity and efficiency to prove their research excellence. This exploratory research study is based on the voices of 32 respondents from 15 countries to showcase their perceptions on research productivity demands at their respective institutions. A literature review about current climate of research enterprise along with the respondents' voices clearly indicate that research productivity demands are growing and researchers find it difficult to meet expectations posed upon them. The findings lead to the conclusion that more attention needs to be dedicated to institutional policies and practices that influence researchers work and on a larger scale the effectiveness of academic research enterprise.
The Future of the African Child: Protecting the Right to Education of Internally Displaced Children in Nigeria
Author: Achinewhu, Chinuru Chituru
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Childrens Rights,Access to Education,Refugees,Violence,Natural Disasters,War,Laws,Treaties,International Cooperation,Government Role,Educational Legislation,Public Policy,Data Collection,Prevention

The right of the child to education, regardless of social or environmental factors, is indispensable to the development of both the child and the society. In Africa, this right vis-à-vis the future of the child has incessantly been impeached by internal crisis and armed conflicts which often lead to the displacement of children from their homes, and away from formal educational opportunities. This paper examines the impact of internal crisis and armed conflicts on access to the right to education of internally displaced children (IDCs) in Nigeria and the effectiveness of Nigeria's legal regime in protecting these rights. It identifies structural conditions as the principal challenge truncating the right of IDCs to education. Using the best interest principle, non-discrimination rule, and the right to participate as its theoretical foundation, the paper posits that the protection of the right of uprooted children to education serves the overall future interest of both IDCs and the country. It argues that the failure of government to protect these rights through the emplacement of a robust legal regime to address the identified challenges amounts to an infringement of IDCs right to education and their right to a better future, particularly under international law. The research considers the position of Nigerian law and international human right instruments -- Nigerian Constitution, Nigeria's Child Rights Act, UN Convention on the Rights of the Child, Universal Declaration of Human Rights -- as the legal foundation of its argument. It recommends the emplacement of a structured legal regime to address the challenges.
Test-Based Promotion and Student Performance in Florida and Arizona. Issue Brief
Author: Perrault, Paul
Date: 2020-07-00
Type: Reports - Research
Subjects: Student Promotion,Student Evaluation,Tests,Grade Repetition,Educational Policy,Grade 3,Scores,Program Effectiveness,Elementary School Students,State Policy,Reading Achievement,Mathematics Achievement,Grade 4,Grade 5

Most studies of test-based promotion policies focus on measuring the effect of retention (being left back) on later student outcomes, and the evidence is fairly mixed. However, test-based promotion policies do not only affect the students who are retained. Presumably, they also affect students and schools as they try to improve reading performance in order to avoid being retained or having to retain students. The threat of retention could plausibly have either positive or negative effects on students within the gateway grade. On the one hand, the pressure to score above a particular threshold on a standardized test might backfire by overwhelming both students and schools. On the other hand, test-based promotion policies might incentivize students and schools to make academic improvements within the targeted grade in order to avoid retention. The effect of test-based promotion policies on student performance prior to the retention decision has not been studied enough. Filling this hole in the literature is important in order to understand the full impact that these policies have on students within a given jurisdiction. Even if relatively few students are actually retained under these policies, many students are in danger of scoring below the benchmark when they enter the gateway grade in the fall, and thus might be motivated by the policy to do better during the year than they would have otherwise. Therefore, even a small effect on students within the gateway grade could have a larger overall effect on student learning in a school system. This study applies a difference-in-difference design to statewide longitudinal school-by-grade data from two states (Florida and Arizona) and to longitudinal student-level data from a large public school district (Hillsborough County, Florida) to investigate the effect of introducing a third-grade test-based promotion requirement on third-grade test scores. It measures whether there was an increase in third-grade test scores that occurred in the policy's first year relative to scores in other grades within the school that were not directly targeted by the policy. It finds evidence that enacting the policy led to a statistically significant and meaningful increase in average third-grade test scores in both states. The magnitude of the effect is very similar across the two states, despite their being enacted nearly a decade apart, as are the differences in the policy details.