ethanporcaro/eric-fulltext-meta huggingface dataset:
Looking to the Future: Report of the Review of Senior Secondary Pathways into Work, Further Education and Training
Author: Education Council (Australia)
Date: 2020-06-00
Type: Reports - Research
Subjects: Foreign Countries,Secondary School Students,Employment,Postsecondary Education,Skills,Decision Making,Vocational Education,School Business Relationship,Partnerships in Education,Equal Education,Educational Policy,Evidence Based Practice,Career Guidance,Nontraditional Education

The Review of senior secondary pathways into work, further education and training, led by an expert Panel, has provided the Council of Australian Governments (COAG) Education Council with advice and recommendations on how senior secondary students can be better supported to choose the pathway into work, further education and/or training that is right for them. The Review of senior secondary pathways into work, further education and training developed from a recommendation in &quot;Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools.&quot; The review panel met with experts from around the country on the challenges facing senior secondary education, collective topics included: (1) essential skills; (2) exercising informed choice; (3) vocational education and training (VET) and the world of work; (4) building school-industry partnerships; (5) building more flexible pathways from school; (6) ensuring all students have an equal chance of success; and (7) creating evidenced-based policy. [The Review Panel included: Peter Shergold, Tom Calma, Sarina Russo, Patrea Walton, Jennifer Westacott, Don Zoellner, and Patrick O'Reilly. For &quot;Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools,&quot; see ED586130.]
COVID-19 and Students with Disabilities: Frequently Asked Questions (FAQ). 2nd Edition
Author: Marks, Linda Sweet
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Students with Disabilities,Public Schools,Student Rights,Individualized Education Programs,Distance Education,Special Education,School Closing,Individualized Transition Plans

The closure of school buildings due to the COVID-19 pandemic has caused a particular hardship for many students with disabilities and their families. School buildings were closed effective March 18, 2020 through the end of the 2019-20 school year, and only some schools have started the 2020-21 school year with traditional in-person classroom instruction, while others are using alternatives, such as remote or hybrid learning. Nonetheless, public schools (including all New Jersey school districts, charter schools, renaissance schools, and approved private schools for students with disabilities) are still required to provide educational services. This report provides answers to questions regarding a child with a disability's educational rights during this time.
High-Quality Curriculum Implementation: Connecting What to Teach with How to Teach It
Author: National Institute for Excellence in Teaching (NIET)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Curriculum Implementation,Curriculum Development,Barriers,Administrator Responsibility,Principals,Faculty Development,Leadership Role,Coaching (Performance),Feedback (Response),Teacher Role,School Districts,Cooperative Planning

Research confirms what effective educators and policymakers know from practice: The implementation of a &quot;high-quality&quot; curriculum, aligned to rigorous state standards, leads to notable student learning gains. Yet less than half of teachers report they are using curricula that are &quot;high-quality and well aligned to learning standards.&quot; As more districts take steps to adopt high-quality instructional materials, professional learning must be restructured to provide opportunities for collaboration and coaching, led by trained experts and teacher leaders. Only by redesigning professional learning to provide differentiated support for educators -- whether in-person or virtual -- can we ensure teachers are able to effectively use the materials to maximize learning for all students. NIET [National Institute for Excellence in Teaching] shares six lessons, along with actions district, school, and teacher leaders can take now that translate to in-person and virtual settings: (1) Focus on leaders first; (2) Create time, structures, and formal roles for ongoing, school-based collaborative professional learning; (3) Adopt a research-based, instructional rubric to guide conversations about teaching and learning with the curriculum; (4) Anchor coaching and feedback in the curriculum; (5) Recognize the stages of curriculum implementation and what teachers need to progress to higher stages; and (6) Ensure that districts work closely with schools to plan for, communicate, and implement school-based professional learning that blends support for curriculum and instructional practice.
Going BOLD-ly Into a New School Year: How Investments in School-Based Professional Learning Are Advancing Equity in Louisiana Schools
Author: National Institute for Excellence in Teaching (NIET)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Faculty Development,Equal Education,Disadvantaged Schools,Grants,Federal Aid,Public Schools,Charter Schools,Teacher Effectiveness,Administrator Effectiveness,Teachers,Principals,Program Effectiveness,Teacher Leadership,Skill Development,Elementary Secondary Education

A coalition of districts and schools serving high-need students in Louisiana are partnering with the nonprofit National Institute for Excellence in Teaching (NIET) to increase equitable access to effective educators for students in high-poverty schools. Through a five-year 2016 federal Teacher Incentive Fund grant, called the LA BOLD (Building On Leadership Development) project, NIET is equipping teachers across five public school districts -- DeSoto, East Feliciana, Madison, Rapides, and St. John the Baptist Parishes -- as well as six Orleans Parish charter schools: Lord Beaconsfield Landry-Oliver Perry Walker High School, Martin Berhman Charter Academy, McDonogh 35 College Preparatory Academy, Dwight D. Eisenhower Charter School, Mary McCleod Bethune School of Literature and Technology, and Ben Franklin Elementary Mathematics and Science School. The partners' investments in collaborative learning teams and classroom-based coaching by teacher leaders are increasing teacher and principal effectiveness, leading to stronger retention and leadership development, and accelerating student learning growth.
A Better Way to Prepare Principals: Impact of a Competency-Based Fellowship on Aspiring Principals&apos; Growth into Leadership. Research Brief. Summer 2020
Author: National Institute for Excellence in Teaching (NIET)
Date: 2020-00-00
Type: Reports - Research
Subjects: Principals,Administrator Education,Competency Based Education,Program Effectiveness,Capacity Building,Leadership,Coaching (Performance),Student Attitudes,Disadvantaged Schools,On the Job Training,Graduate Students,Masters Programs

The National Institute for Excellence in Teaching (NIET) -- in partnership with the Texas Tech University (TTU) College of Education and 12 high-need school districts in Texas and Louisiana -- sought to change principal preparation to produce highly effective administrators to lead high-need schools. The result of the partnership was the Leadership Instruction for Teachers (LIFT) program, an innovative 15-month principal preparation and residency program that impacted 42 schools and 35,000 students. The LIFT program was funded in part through a federal Supporting Effective Educator Development (SEED) grant awarded in 2015. The LIFT program placed principal candidates as interim assistant principals in high-need schools for a yearlong residency -- more closely aligning coursework to their job-embedded clinical experience -- under the mentorship of an experienced school leader. These strategies produced significant results over the four-year grant period.
The Impact of Teacher Professional Development on Student Achievement in Math and Science. Policy Brief
Author: Warner, Jayce R.
Date: 2019-12-00
Type: Reports - Research
Subjects: Faculty Development,Program Effectiveness,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Science Teachers,Mathematics Achievement,Science Achievement,Achievement Tests,Scores,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Teacher Competencies

This study examined the impact of a multi-year, large-scale professional development program on student achievement in mathematics and science. Math and science teachers at the elementary and secondary levels who participated in the professional development program were matched to a control group. Results revealed no differences in State of Texas Assessments of Academic Readiness (STAAR) test scores between treatment and control groups for all grades and subjects except elementary students in rural areas. In rural areas, fifth grade students of teachers in the treatment group outperformed students of teachers in the control group on the STAAR Math and STAAR Science assessments. These results suggest that the large-scale professional development program is particularly beneficial for rural elementary school teachers, perhaps due to rural teachers having a greater need for the connections and resources gained by participating in the program and to elementary teachers having more flexibility in the amount of time they spend teaching math and science in their classrooms.
TVET Country Profile: Singapore
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Policy,Governance,Educational Finance,Vocational Education Teachers,Quality Assurance,Educational Change,Demography,Elementary Secondary Education,Postsecondary Education,Qualifications,Continuing Education,Teacher Selection,Faculty Development

Country profiles are compiled from a variety of national and international sources and have been informed and validated by UNEVOC Centres in the country or other Technical Vocational Education and Training (TVET) national authorities. This profile discusses Singapore's: (1) TVET systems; (2) TVET strategy and key policy documents; (3) governance and financing; (4) TVET teachers and trainers; (5) qualification system and quality assurance; and (6) current reforms and policy discussion.
TVET Country Profile: Cambodia
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Policy,Governance,Educational Finance,Vocational Education Teachers,Quality Assurance,Educational Change,Demography,Elementary Secondary Education,Postsecondary Education,Nonformal Education,Inservice Education,Partnerships in Education,Certification,Academic Degrees,Educational Certificates,Teacher Qualifications

Country profiles are compiled from a variety of national and international sources and have been informed and validated by UNEVOC Centres in the country or other Technical Vocational Education and Training (TVET) national authorities. This profile discusses Cambodia's: (1) TVET systems; (2) TVET strategy and key policy documents; (3) governance and financing; (4) TVET teachers and trainers; (5) qualification system and quality assurance; and (6) current reforms and policy discussion. [This report was compiled in collaboration with the Ministry of Labour and Vocational Training and the National Technical Training Institute (NTTI).]
Virtual Conference on Skills for a Resilient Youth: Virtual Conference Report
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Resilience (Psychology),Skill Development,Vocational Education,Pandemics,COVID-19,Adolescents,Young Adults,Distance Education,Electronic Learning,Computer Mediated Communication,Labor Market,Student Attitudes,Soft Skills,Technological Literacy

Every year on 15 July, the global community celebrates World Youth Skills Day. The day is an opportunity for young people, technical and vocational education and training (TVET) institutions, and public and private sector stakeholders to acknowledge and celebrate the importance of equipping young people with skills for employment, decent work and entrepreneurship. World Youth Skills Day 2020 took place in a challenging context. Prior to the pandemic, young people aged 15-24 were two to three times more likely than adults to be un- or under-employed and often faced a prolonged school-to-work transition period. In post-COVID-19 societies, as young people seek employment and are called upon to contribute to the recovery effort, they will need to be equipped with the relevant skills for today as well as the competencies to successfully manage evolving challenges and adapt to future disruptions. The virtual conference on Skills for a Resilient Youth was held from 6-14 July 2020. It was open to all members of the UNESCO-UNEVOC TVeT Forum, an online community with more than 6500 members. The conference sought to gather knowledge, insights, experiences and practices from the international TVET community to understand how the pandemic is affecting youth and how TVET teachers, institutions and government agencies are responding. [The conference was moderated by Terry Neal.]
TVET Country Profile: Lao P.D.R.
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Policy,Governance,Educational Finance,Vocational Education Teachers,Teacher Qualifications,Quality Assurance,Educational Change,Demography,Elementary Secondary Education,Postsecondary Education,Teacher Education,Qualifications,Nonformal Education

Country profiles are compiled from a variety of national and international sources and have been informed and validated by UNEVOC Centres in the country or other Technical Vocational Education and Training (TVET) national authorities. This profile discusses Lao P.D.R.'s: (1) TVET systems; (2) TVET strategy and key policy documents; (3) governance and financing; (4) TVET teachers and trainers; (5) qualification system and quality assurance; and (6) current reforms and policy discussion. [This report was compiled in collaboration with the Ministry of Education and Sports.]
Board of Regents&apos; Montana University System (MUS) Strategic Plan 2020
Author: Montana University System (MUS), Office of the Commissioner of Higher Education
Date: 2019-12-03
Type: Reports - Descriptive
Subjects: Universities,Access to Education,Student Costs,Labor Force Development,Economic Development,Efficiency,School Holding Power,Graduation,Student Financial Aid,College School Cooperation,Two Year Colleges,Distance Education,Graduate Study,Computer Uses in Education,Budgeting,Resource Allocation,Strategic Planning,Research and Development,College Administration,Student Participation

The Montana University System Strategic Plan is the primary planning document of the Board of Regents. The Plan sets forth an agenda for higher education in Montana by delineating the strategic directions, goals, and objectives that guide the Montana University System (MUS). It is comprised of three primary goals that contain a series of sub-goal statements and objectives within each area: (1) Access and Affordability--Increase the overall educational attainment of Montanans through increased participation, retention, and completion rates in the Montana University System; (2) Workforce and Economic Development--Assist in the expansion and improvement of the state's economy through the development of high value jobs and the diversification of the economic base; and (3) Efficiency and Effectiveness--Improve institutional and system efficiency and effectiveness. Data relating to these goals make up the three parts of this annual report. [Note: The year (2019) shown in the title on page 3 is incorrect. The correct year for this edition of the report is 2020. For &quot;Board of Regents' Montana University System (MUS) Strategic Plan 2019,&quot; see ED599943.]
TVET Country Profile: Mongolia
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Policy,Governance,Educational Finance,Vocational Education Teachers,Teacher Qualifications,Quality Assurance,Educational Change,Demography,Elementary Secondary Education,Postsecondary Education,Teacher Education,Qualifications,Nonformal Education

Country profiles are compiled from a variety of national and international sources and have been informed and validated by UNEVOC Centres in the country or other Technical Vocational Education and Training (TVET) national authorities. This profile discusses Mongolia's: (1) TVET system; (2) TVET strategy and key policy documents; (3) governance and financing; (4) TVET teachers and trainers; (5) qualification system and quality assurance; and (6) current reforms and policy discussion. [This report was compiled in collaboration with the Vocational Education and Training Partnership Mongolia.]
TVET Country Profile: Grenada
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Policy,Governance,Educational Finance,Vocational Education Teachers,Teacher Qualifications,Quality Assurance,Educational Change,Demography,Elementary Secondary Education,Postsecondary Education,Nonformal Education,Academic Degrees,Educational Certificates

Country profiles are compiled from a variety of national and international sources and have been informed and validated by UNEVOC Centres in the country or other Technical Vocational Education and Training (TVET) national authorities. This profile discusses Grenada's: (1) TVET systems; (2) TVET strategy and key policy documents; (3) governance and financing; (4) TVET teachers and trainers; (5) qualification system and quality assurance; and (6) current reforms and policy discussion. [This report was compiled in collaboration with the Grenada National Training Agency (NTA), Grenada.]
Education Topic Papers: A Governor&apos;s Dual Enrollment Framework for Success
Author: National Governors Association
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Career Readiness,Dual Enrollment,Postsecondary Education,State Government,Government Role,Equal Education,Access to Education,State Policy,Educational Policy,Agenda Setting,Disproportionate Representation,Accountability,Educational Quality,College Bound Students,Transfer Policy,State Standards,College Credits,Low Income Students,Educational Finance,Teacher Certification,Teacher Qualifications,Inclusion,Information Dissemination

This topic paper details how dual and concurrent enrollment programs can help states overcome workforce readiness and postsecondary access and completion challenges and how governors can strengthen these programs by using their bully pulpit, agenda setting authority and budgetary authority to do so. It concludes with a number of examples of how governors are acting to strengthen equity and access to these programs. It also includes a number of resources for interested policy makers.
Romani and Beash: The Romani and Beash Languages in Education in Hungary, 2nd Edition. Regional Dossiers Series
Author: Mandel, Kinga Magdolna, Comp.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Indo European Languages,Dialects,Foreign Countries,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Language Minorities,Minority Groups,Language of Instruction,Bilingual Education,Hungarian,Educational Legislation,Instructional Materials,Preservice Teacher Education,Inservice Teacher Education

This regional dossier aims to provide a concise description of the European minority languages, Romani and Beash, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. Lists of regulations, publications and useful addresses concerning the minority languages, are given at the end of the dossier. [Unless otherwise stated, academic data refer to the 2018 school year.]
America&apos;s Children in Brief: Key National Indicators of Well-Being, 2020
Author: Federal Interagency Forum on Child and Family Statistics
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Well Being,Geographic Regions,Age Differences,Racial Differences,Ethnicity,Environmental Influences,Place of Residence,Housing,Costs,Economic Factors,Social Influences,Cultural Influences,Community Resources,Public Health,Wellness,Child Health,Metropolitan Areas,Rural Areas,Early Parenthood,Adolescents,Birth Rate,Child Abuse,Urban Areas,Child Neglect,Sexual Abuse,Poverty,Hunger,Health Insurance,Dental Health,Mortality Rate,Children,Smoking,Drinking,High School Graduates,Graduation Rate,Infant Mortality,Depression (Psychology),Obesity,Diseases

This year's &quot;America's Children in Brief&quot; highlights selected indicators by metropolitan status to give the reader a closer look at how well-being is influenced by the type of community in which children and their families live. The &quot;Brief&quot; also provides a snapshot of the overall well-being of America's children through the At-a-Glance summary table displaying the most recent data for all 41 indicators that describe the well-being of children. The focus on metropolitan status is motivated by the long-standing recognition that there are substantial differences across communities and such differences may influence child well-being in diverse ways. Underlying characteristics of communities that affect child well-being reported in this &quot;Brief&quot; include the following types of factors: (1) demographic characteristics of the population; (2) physical characteristics of natural and built environments; (3) economic activity and conditions; (4) social and cultural factors; (5) community institutions, resources, and services; and (6) health and wellness. [For &quot;America's Children: Key National Indicators of Well-Being, 2019,&quot; see ED599946.]