ethanporcaro/eric-fulltext-meta huggingface dataset:
Micro-Credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation&apos;s Teachers
Author: Berry, Barnett
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Credentials,Educational Policy,State Policy,Unions,Teaching Skills,Faculty Development,Teacher Competencies,Teacher Certification,Licensing Examinations (Professions),Program Effectiveness

This paper points to teaching policy issues that need to be addressed if micro-credentials are going to spur the transformation of professional learning that researchers call for and teachers seek. The paper also documents what a growing number of states and districts, as well as the nation's largest teachers' union, are doing with micro-credentials.
Developing Effective Fractions Instruction for Kindergarten through 8th Grade: Instructional Tips for Educators Based on the Practice Guide
Author: What Works Clearinghouse (ED)
Date: 2021-07-01
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Instructional Effectiveness,Fractions,Elementary School Students,Middle School Students,Arithmetic,Number Concepts,Computation,Thinking Skills,Mathematics Skills,Multiplication,Teaching Methods,Division,Problem Solving

This document includes instructional tips on: (1) Building on students' informal understanding of sharing and proportionality to develop initial fraction concepts; (2) Helping students recognize that fractions are numbers that expand the number system beyond whole numbers, and using number lines to teach this and other fraction concepts; (3) Helping students understand why procedures for computations with fractions make sense; and (4) Helping students develop proportional reasoning skills before exposing them to cross-multiplication. It provides educators with how-to steps for carrying out these evidence-based recommendations from Institute of Education Sciences Educator's Practice Guides. The tips translate these recommendations into actions that educators can use in their classrooms. These tips are supported by research evidence that meets What Works Clearinghouse design standards and are based on a practice guide authored by a panel of experts. [For the related Practice Guide, &quot;Developing Effective Fractions Instruction for Kindergarten through 8th Grade. IES Practice Guide. NCEE 2010-4039,&quot; see ED512043.]
Connecting the Continuum: Longitudinal Data Systems in North Carolina
Author: Siddiqi, Javaid
Date: 2019-06-00
Type: Reports - Research
Subjects: Longitudinal Studies,Data Collection,Data Analysis,Data Use,Educational Policy,State Policy,Statewide Planning,Governance

The rise of data collection in the public and private sectors has presented policymakers with an unprecedented opportunity to leverage vast amounts of data to create more efficient systems, improve program performance, and drive equitable outcomes. Empowering policymakers and practitioners with functional access to accurate data has the potential to change the way education is delivered. States across the country are currently seeking ways to build systems that effectively collect, compile, and analyze these data to answer complex questions. With a strong history of developing and utilizing data systems that span the fields of education, health, and the workforce, North Carolina could lead the nation in the development and use of longitudinal data systems. Significant progress has been made in creating longitudinal data systems in North Carolina, however, the state continues to struggle to connect disparate data sources to one another and ensure consistency across systems, keeping the state from fully leveraging data to regularly inform policy and practice in a meaningful way. This report explores the history, purpose, and future of statewide longitudinal data systems. While the focus of this report is on North Carolina, it also draws on national lessons from other states, especially Kentucky and Washington. North Carolina has already made significant progress on building out its data systems but will require additional work in order to meet the education and research needs of the state. [The Hunt Institute is an affiliate of the Duke University Sanford School of Public Policy.]
Indicators of Teaching Quality: Appraising the Case of Early Childhood Education. Equity in Education Series. Policy Notes
Author: Sykes, Gary
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Educational Quality,Equal Education,Educational Indicators,Early Childhood Education,Elementary Secondary Education,Educational Assessment,Disadvantaged Youth,Preschool Education,Child Care Centers,Program Effectiveness,Rating Scales,Federal Programs,Federal Legislation,Educational Legislation,Federal Aid,Educational Improvement,Classroom Environment,Accountability,Minority Group Students,Low Income Students

This is the second in a series of policy notes and related publications exploring prospects for developing indicators of teaching quality. The first examined federal databases that include information about teachers, demonstrating that almost none of the measures in these datasets provides indication of teaching quality. This policy note takes the next step by concentrating on measures of instruction associated with valued outcomes for students, using a tripartite set of indicators--structural, process, and outcome--to guide policy and decision making. After an overview about indicators in general, this report looks at indicators specifically as they apply to the K-12 education sector, discussing how there is no shortage of structural (inputs) and outcome (assessments of learning) indicators before delving into the gap in process indicators (measures of quality of instruction). One example is explored of how such indicators of instruction have been developed and used in early childhood education (ECE) in regard to the federal Head Start program. [For the first report, &quot;Quest for Quality: An Indicator System for Teaching. Equity in Education Series. Policy Notes,&quot; see ED595421.]
Teachers&apos; Perceptions of &quot;ProEthica&quot;® Program Learning Outcomes. Research Memorandum. ETS RM-20-09
Author: Buzick, Heather M.
Date: 2020-12-00
Type: Reports - Research
Subjects: Ethical Instruction,Ethics,Teaching Methods,Decision Making,Program Descriptions,Faculty Development,Peer Relationship,Teacher Surveys,School Districts,Outcomes of Education,Teacher Attitudes,Pilot Projects,Best Practices

Ethics education can provide an opportunity to educators to learn how to fulfill their professional responsibilities with regard to ethics, including making decisions that protect students' welfare. The &quot;ProEthica&quot;® program is a professional development program for teachers and administrators. The basic intended intermediate outcomes of the ProEthica program for teachers are that teachers will learn how to balance competing obligations and expectations in their relationships with students, colleagues, administrators, and the community and that they will gain knowledge about best practices and principles embodied in the Model Code of Educator Ethics. The purpose of this study was to collect initial evidence about the intended intermediate outcomes. Three surveys were developed and administered to teachers in a pilot school district before they began the ProEthica program, after they completed the program, and at the end of the program year. The study methodology and summaries of survey responses are documented in this report.
The Importance of English Writing Skills in the International Workplace. Research Memorandum. ETS RM-20-07
Author: Lee, Shinhye
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Writing Skills,Communication Skills,Business Communication,Business English,Language Role,Technical Writing,Work Environment,Global Approach,Standards,Electronic Mail,Job Skills,Value Judgment,Stakeholders,Teamwork,Collaborative Writing,English (Second Language),Foreign Countries

In this paper, we discuss the multi-faced role of English writing in the international workplace. Drawing upon previous research, we point out that English, as the main lingua franca, supports a variety of writing practices in the workplace, and so it presents both significant value and challenges for internationally operating individuals and organizations. In the initial sections of the paper, we review the importance and frequency of the English writing activities that facilitate communication and collaboration in the international workplace. We conclude this discussion by presenting three implications of good writing practices in the workplace for individuals and organizations.
The Art and Science of Learning: How New Mexico School for the Arts Uses Research
Author: Digital Promise
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Research Utilization,Educational Research,State Schools,High Schools,Charter Schools,Art Education,Administrators,High School Teachers,High School Students

New Mexico School for the Arts (NMSA), a public/private partnership comprised of an accredited New Mexico state charter high school and a non-profit arts educational institution, opened its doors in 2010 to students from throughout the state of New Mexico. NMSA administrators and teachers take pride in the fact that their ninth through twelfth graders experience rigorous arts and academic curricula. After their daily academic classes, students participate in an applied arts block of their specialty (either music, theater, dance, or visual arts) for 2 hours and 45 minutes. All of these artistic disciplines are taught by working artists who bring the vibrant Santa Fe arts scene directly into the school. This report describes how NMSA incorporates the science of learning at all levels -- from new teacher professional development sessions to improved classes for students. The science of learning provided the NMSA community with a shared language around many of their arts education practices, and the confidence to creatively apply relevant research findings in their classrooms.
Mr. Lee&apos;s Dilemma: An Instructional Minicase on Evaluating Student Approaches to Comparing Fractions. Research Memorandum. ETS RM-20-03
Author: Nabors Oláh, Leslie
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Fractions,Comparative Analysis,Mathematics Instruction,Validity,Pedagogical Content Knowledge,Teaching Methods,Beginning Teachers,Teacher Education Programs,Vignettes,Preservice Teachers,Faculty Development,Teacher Educators,Program Descriptions,Learning Processes,Thinking Skills

There is a broad consensus that beginning teachers of mathematics need a strong foundation in mathematical knowledge for teaching (MKT), defined as the mathematical knowledge required to recognize, understand, and respond to the mathematical work of teaching one must engage in. One recurrent challenge in teacher education is how to provide support for preservice teachers (PSTs) to acquire such competencies. Recent trends toward practice-based teacher education support the idea of engaging novice teachers in activities that are purposefully constrained to a core teaching practice. &quot;Mr. Lee's Dilemma&quot; is an abbreviated instructional case (i.e., a minicase) based on an assessment scenario in which PSTs are asked to attend to student reasoning about comparing the magnitude of fractions. PSTs are asked to judge the mathematical validity of students' explanations as a way of further developing their own MKT.
Student Life during the COVID-19 Pandemic Lockdown: Europe-Wide Insights
Author: Doolan, Karin
Date: 2021-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Student Experience,Foreign Countries,School Closing,Online Courses,Distance Education,College Students,Teaching Methods,Educational Technology,Technology Uses in Education,Supervision,Student Evaluation,Social Support Groups,Well Being,Student Responsibility,Student Employment,Paying for College,Student Financial Aid,Student Satisfaction,Student Adjustment,Emotional Response,Student Characteristics,Coping,Barriers,Intellectual Disciplines,Student Needs

The COVID-19 pandemic which has swept across Europe has made changes to many facets of life from working conditions to freedom of movement. Education has been one of the sectors disrupted by the crisis with educational provision both in Europe and globally having gone on-line. In higher education, on the one hand, this new moment has highlighted certain advantages to on-line studying including lower living costs for students who would otherwise study away from their family home. On the other, it has underlined inequalities between students particularly in relation to differences in terms of digital skills, support networks and home environment resources. This report presents insights on student experiences during lockdown due to the COVID-19 pandemic based on questionnaire responses given by students studying in Europe in April 2020. The research focused on the capacity of students, understood as a diverse group, to have reasonably positive academic outcomes in a disaster context such as the COVID-19 pandemic, as well as the role of their academic environment, social networks, emotional make-up, knowledge and skills and material resources in enabling such experiences. At the very end of the report, we provide insights on students' responses to open questions which covered the advantages and disadvantages of on-line studying during the pandemic, problems students encountered and suggestions for improvement. [This report is a collaboration with the Institute for the Development of Education, Ministry of Science and Education, Republic of Croatia, and the University of Zadar.]
Adequate and Equitable Education in High-Poverty Schools: Barriers and Opportunities in North Carolina. Research Brief
Author: Oakes, Jeannie
Date: 2021-06-00
Type: Reports - Research
Subjects: Equal Education,Disadvantaged Schools,Poverty,Court Litigation,Access to Education,Educational Policy,State Policy,Early Childhood Education,Barriers,Community Schools,Evidence Based Practice,Teacher Supply and Demand,Educational Finance,Technical Assistance,Public Schools,Minority Group Students,Academic Achievement,Educational Resources,Racial Differences

This brief draws on a 2019 study of high-poverty schools in North Carolina conducted in support of the state's efforts to comply with the North Carolina Supreme Court's decision in &quot;Leandro v. the State of North Carolina.&quot; The study found that high-poverty schools provide inadequate and unequal educational resources and opportunities to their students, due in part to past policy choices, thus denying them a sound basic education. Further, high-poverty schools fail to address adverse out-of-school conditions that inhibit learning and development. Key recommendations outline policy steps to (1) expand high-quality early childhood education; (2) attract, prepare, and retain a diverse, high-quality workforce in high-poverty schools; (3) provide additional time, resources, and capacity in high-poverty schools; and (4) provide resources, opportunities, and supports to address out-of-school barriers to learning, using community schools or other evidence-based approaches. [For the 2019 study, &quot;Providing an Equal Opportunity for a Sound Basic Education in North Carolina's High-Poverty Schools: Assessing Needs and Opportunities,&quot; see ED614439.]
Creating an Impact with Credential Quality and Transparency. A State Policy Toolkit
Author: Vilsack, Rachel
Date: 2021-08-00
Type: Guides - General
Subjects: Credentials,State Policy,Educational Quality,Labor Market,Job Training,Job Skills,Definitions,Standards,Benchmarking,Employment Opportunities,Competence

Jobs and the labor market have changed dramatically. The COVID-19 pandemic put millions of people, across all industries, out of work and disproportionately impacted workers of color, women, and workers without a college degree. This toolkit provides a map for how states that are looking to improve credential quality and transparency can use the quality non-degree credential framework outlined by National Skills Coalition and the linked open data network, common description language, and publishing platform created by Credential Engine. By combining both efforts -- quality and transparency -- states can guarantee that students, workers, and adults in career transition receive a consistent signal about which high-quality skills training programs will lead to employment, so that they can meet their education and earnings goals. This toolkit provides stakeholders with: (1) A brief discussion of each criterion required to define quality non-degree credentials; (2) Key questions to move each criterion from definition into action; (3) A description of how each criterion can be described using the Credential Transparency Description Language (CTDL); (4) A list of additional resources that can be used to support the understanding of each quality criterion; and (5) Examples of policy recommendations that can support quality credential and transparency efforts, and opportunities to leverage existing policies to advance these efforts. This toolkit provides comprehensive information for states, and other stakeholders, who are interested in learning about credential quality and transparency. For stakeholders who already have familiarity with either credential quality or transparency efforts, this toolkit demonstrates the combined power of both efforts. [This toolkit was produced in partnership with Credential Engine.]
Better Data for Supporting American Indian/Alaska Native Students. WICHE Insights
Author: Falkenstern, Colleen
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: American Indian Students,Alaska Natives,Minority Group Students,Data Collection,Disproportionate Representation,Barriers,Higher Education,Race,Ethnicity,Enrollment Trends,Educational Policy,Data Use

The effective use of data plays a critical role throughout the policy process -- from accurately capturing populations being served to monitoring and measuring implementation and allocation of resources. In order for data to be used in a manner that supports evidence-based decision-making there is a need for education leaders and policymakers to be equipped with comprehensive and accurate data. This is particularly true for American Indian/Alaska Native (AI/AN) populations and students who have historically been undercounted or underrepresented across data sources and systems. This gap in comprehensive and quality data related to AI/AN populations means that education leaders are not equipped with the tools necessary to develop and implement policies or have the resources necessary that will lead to transformational educational outcomes for Native students. This brief begins by highlighting broad issues that arise in data collection efforts on a national scale, followed by a more detailed discussion of persistent data challenges that occur in capturing AI/AN student populations within postsecondary data systems and the implications of these challenges as they relate to higher education policy and practice.
Attainment for All: Postsecondary Pathways. Data-Driven Student Interventions
Author: Siddiqi, Javaid
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Postsecondary Education,Best Practices,Educational Policy,State Policy,Identification,Graduation Rate,Student Certification,Academic Degrees,Achievement Gap,Equal Education,Intervention,Privacy,Information Security,Educational Legislation,Parent Rights,Student Records

Many state and institution leaders have focused a considerable amount of energy on the development of data-driven student support tools that can be used for a variety of purposes. But tools aren't enough to drive progress -- policymakers must also consider the human component of the equation and explore best practices of how such tools, and the student information they produce, can be used to make progress toward different higher education goals -- including raising statewide postsecondary attainment rates. The Hunt Institute released a series of policy briefs that highlighted scalable state-level strategies to boost postsecondary attainment rates among specific student subpopulations including recent high school graduates, first-generation students, and adult learners. This third policy brief highlights a number of innovative data-driven student interventions that can be used to raise postsecondary attainment rates while also closing equity gaps. [For the first brief, see ED614430. For the second brief, see ED614429.]
Singing from the Same Hymn Sheet? UK Policy Responses to the NEET Agenda. SKOPE Research Paper No. 130
Author: Maguire, Sue
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Policy,Public Policy,Out of School Youth,Unemployment,Policy Formation,COVID-19,Pandemics,Labor Market,Recruitment,Personnel Selection,Employer Attitudes,Welfare Services,Youth Programs,Employment Programs,Employment Potential,Educational Finance

This paper provides an overview of government policy on young people who are Not in Education, Employment or Training (NEET) across the four UK nations. The paper argues that policy in England on this topic is less well-developed and coherent than in the other UK nations, and that the impacts of the Covid-19 pandemic will serve to amplify the negative impacts of a set of underlying changes that have been taking place in the youth labour market and in employers' recruitment and selection practices. In addition, the paper notes that in much of the activity directed at reducing those with NEET status has been funded through the EU's European Social Fund and that uncertainty now clouds the continuance of these schemes, and that in England government has increasingly relied on the charities to help fill gaps in outreach and provision.
Tuition and Fees, Appropriations, and Financial Aid in the West: Aligning Resources to Aid COVID-19 Recovery Efforts. WICHE Insights
Author: Falkenstern, Colleen
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Educational Finance,Tuition,Fees,Public Colleges,State Aid,Two Year Colleges,Resource Allocation,Undergraduate Students,Student Financial Aid,Grants,Geographic Location,Higher Education,Federal Aid,Federal Legislation,Geographic Regions

The far-reaching impacts of COVID-19 have generated unprecedented challenges for higher education institutions, states, and individuals over the past year. This includes significant budget implications that resulted in a strained and uncertain fiscal environment as states seek to meet goals and priorities while providing affordable and accessible postsecondary opportunities. This edition of &quot;WICHE Insights&quot; discusses the most recent results of the Western Interstate Commission for Higher Education's (WICHE) annual survey of tuition and fees at public postsecondary institutions in the West. The authors explore trends in state financial aid and higher education appropriations and highlight the ways that COVID-19 has impacted higher education finance over the past fiscal year (FY). The most recent results of the survey present a positive outlook for tuition rates in the Western region, as there was minimal average increase in rates at both two- and four-year institutions between academic years (AY) 2019-20 and 2020-21. However, it is important to recognize that, in most cases, AY 2020-21 tuition rates were set prior to the onset of the pandemic and reflect relatively little impact of the ongoing fiscal challenges brought on by COVID-19.