ethanporcaro/eric-fulltext-meta huggingface dataset:
Researchgate: A Scholar&apos;s Companion
Author: Condic, Kristine
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Researchers,Web Sites,Archives,Journal Articles,Shared Resources and Services,Scholarship,Usability,Access to Information,Social Networks,Writing for Publication,Tenure,Faculty Promotion

ResearchGate appeared 15 years ago and has since become a useful and essential scholar's companion. Researchers can retrieve relevant articles by author, identify those of interest, and follow their research in order to receive timely material. They can also find articles by topic, and in many cases, articles are available full-text. Additionally, ResearchGate has given scholars the exposure that they need for promotion and tenure. Unlike many library-based retrieval systems, ResearchGate is easy to use and is not protected by a firewall; any university affiliated scholar can develop a scholar profile. Unfortunately, some scholars are finding that it is easier and faster to publish their manuscripts on ResearchGate, and this could change the already volatile publishing industry in numerous ways. Librarians, students, and scholars need to be aware of ResearchGate and how it can impact the use of library-supplied databases.
Development and Validation of a Localized Module in Science, Technology, Engineering and Mathematics Competencies for Food and Beverage Services Level II Trainees
Author: Balco, Gernie Bhabes M.
Date: 2023-06-23
Type: Reports - Research
Subjects: STEM Education,Competence,Research and Development,Food Service,Trainees,College Graduates,Hospitality Occupations,Gender Differences,Academic Achievement,Skill Development,Usability,Training Methods,Educational Objectives,Scores,Job Skills,Foods Instruction

This Research and Development study developed and validated a localized Science, Technology, Engineering, and Mathematics (STEM) Competencies for Food and Beverage Services (FBS) level II trainees. Twenty-five (25) FBS NC II trainees from General Santos National School of Arts and Trades participated in the study; 72% were female, 28% were aged 21-25, and 72% were college graduates. Trainers, assessors, and industry experts evaluated the modules. Analysis of variance (ANOVA) and weighted mean were employed to answer study issues and examine evaluator ratings. The competencies of preparing the dining area, promoting food and beverage, and providing room service are the least mastered. There is a significant difference in these competencies based on sex with t-3.017, p-0.012 and age with t-5.081, p-0.005, but not on educational achievement f-1.856, p-0.160. Required knowledge, skills, and (STEM) Competencies were identified based on the training regulation of the qualification. The correlation test showed p-values greater than 0.05, supporting the null hypothesis that mean gain scores on evaluating localize modules with STEM competencies in objectives, concepts, skills, usability, appropriateness, and adequacy are not significantly different. Thus, it is recommended that the localized module be tested in the training of FBS NC II and employed in the subsequent study.
Revisiting Nebraska&apos;s Private Education Sector
Author: Kristof, John M.
Date: 2023-01-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Private Schools,Private Education,Educational Finance,Institutional Characteristics,Enrollment,Tax Credits,Scholarships,School Choice,Geographic Regions,Norm Referenced Tests,Tuition,Student Financial Aid,Special Needs Students

Nebraska does not currently have any private educational choice programs, but recent legislative pushes have brought options such as education savings accounts (ESAs) into the spotlight. ESAs allow parents to withdraw their children from public district or charter schools and receive a deposit of public funds into government-authorized savings accounts with restricted, but multiple, uses. The characteristics of Nebraska's private school sector can inform policy debates surrounding the potential creation of educational choice programs, such as ESAs. From March 31 to May 23 2022, EdChoice administered a survey of Nebraska private school leaders. This brief provides a descriptive analysis of the results of that survey, including tuition and fees, the number of open seats, regulatory concerns, and interest in educational choice programs.
Education Choice in Rural America. Factsheet. No. 240
Author: Heritage Foundation
Date: 2023-01-24
Type: Reports - Descriptive
Subjects: Rural Areas,School Choice,Educational Policy,Private Schools,Virtual Schools,Educational Finance,Elementary Secondary Education,Small Schools,Charter Schools,Public Opinion,National Competency Tests,Academic Achievement

Every child deserves the right to attend a school that can best meet his or her individual learning needs. Where the child lives should not be a limiting factor, and no one school is the best fit for every child who just happens to live nearby. Education-choice policies have the potential to expand education options for students in rural areas. [For the full report &quot;Rustic Renaissance: Education Choice in Rural America. Special Report. No. 264,&quot; see ED628536.]
Rustic Renaissance: Education Choice in Rural America. Special Report. No. 264
Author: Bedrick, Jason
Date: 2023-01-09
Type: Reports - Evaluative
Subjects: Rural Areas,School Choice,Educational Policy,Private Schools,Virtual Schools,Educational Finance,Elementary Secondary Education,Small Schools,Charter Schools,Enrollment,COVID-19,Pandemics,Electronic Learning,National Competency Tests,Academic Achievement,Public Opinion

Opponents of education choice often make two arguments about its effect on rural areas: (1) education choice will not help in rural areas because there are few or no alternatives to the district school system; and (2) education choice will destroy the district school system because so many students will leave for alternative options. These two claims are mutually exclusive. They cannot both be true, but they can both be--and indeed are--false. The dearth of education options in rural areas has been greatly exaggerated. About seven in 10 rural families live within 10 miles of a private elementary school. Children in rural areas can attend charter schools in states with policies that have fostered the creation of charters in rural areas. In Arizona, more than eight in 10 students live in the same zip code as at least one charter school. Rural areas are seeing the rise of microschools, a modern reimagining of the one-room schoolhouse. Additionally, high-quality virtual schools are available to anyone with a decent Internet connection--which is becoming increasingly available in rural America. Families in rural areas have access to more education options than ever before. The most recent data from the National Assessment of Educational Progress for Arizona--the state with the greatest access to education choice--do not support the claim that education choice has been harmful to the rural district schools. Indeed, the best available evidence indicates that education choice is the rising tide that lifts all boats. Policymakers who want to increase education options for rural families should enact education choice policies, such as K-12 education savings accounts, and broaden charter school laws to make it easier to open them in rural areas.
A Focus on Transfer Student Success Programs and Best Practices. APLU Powered by Publics South Eastern Cluster
Author: Association of Public and Land-grant Universities (APLU)
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: College Transfer Students,Best Practices,Success,College Credits,Data,Barriers,Institutional Cooperation,Program Implementation,Program Effectiveness,Evaluation

The Association of Public &amp; Land-grant Universities (APLU) launched the &quot;Powered by Publics: Scaling Student Success&quot; initiative in the fall of 2018. The South Eastern Cluster brought together a diverse set of institutions from this region of the country that included several of the larger universities, the North Carolina System Office and its regional universities, as well as a group of the Historically Black Colleges and Universities (HBCUs) in this region. The South Eastern Cluster decided that the success of transfer students should be the focus for improving student success at their institutions. In this report, the authors provide insights and a view across institutions as to how the cluster works with state agencies and each other to provide students pathways across institutions, programming in support of their success, and the work done to develop key metrics for assessment. The authors provide some detail on the perspectives of the four states on the transfer of credit, as well as detailing some of the key transfer student success programs and initiatives that have been implemented at each of the institutions and across the North Carolina System of institutions. They also provide some reflection on the difficulties encountered in developing a comparable transfer student success data set across institutions, much of this difficulty resulting from a lack of consistency in defining the metrics used for assessment. Finally, they provide some insight into lessons learned from this collaboration and on how institutions focus on student success. The authors' hope is that other academic leaders can find some takeaways for building successful programs and initiatives at their institutions, leading to the success of transfer students, with more of them obtaining their degrees.
Powered by Publics Equity Roundtables: A Guide for Universities
Author: Ellis-Nelson, L.
Date: 2023-05-00
Type: Guides - Non-Classroom
Subjects: Equal Education,Accountability,Inclusion,College Administration,State Universities,Educational Environment,Guides,Low Income Students,Educational Experience,Minority Group Students,Self Concept,Outcomes of Education,Trust (Psychology),Student Attitudes,Agenda Setting,Group Discussion,Pilot Projects,Educational Change,Student Participation,Alumni,Change Agents,School Policy,School Culture,Meetings,School Personnel,Facilitators (Individuals),Participant Characteristics,College Students

This guidebook offers an approach to understanding and centering the lived experiences of students from low-income and minoritized identities as they progress along their journey to a college degree. Universities that wish to achieve equitable student outcomes may consider using this approach as one of several that will inform and catalyze action toward meeting these students' unique needs. Roundtable events, if done with intention and care, can contribute to increased student trust and a campus climate of inclusion, transparency, and accountability. Senior administrators can use the data and insights generated by these events to make substantive, equity-first policy changes. The suggestions in this guide will help university leaders plan, implement, and sustain momentum in inclusive ways. It is APLU's hope that more public universities will test this approach on their campuses as a way to discover student-posed solutions to barriers that prevent access, progression, and completion toward a college degree. [This guidebook was produced in partnership with Changing Perspectives.]
44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022
Author: Office of Special Education and Rehabilitative Services (OSERS) (ED)
Date: 2023-04-00
Type: Reports - Research
Subjects: Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Educational Quality,Disabilities,Program Implementation,Early Intervention,Childrens Rights,Student Rights,Parent Rights,Access to Education,Infants,Toddlers,Program Effectiveness,Conflict Resolution,Special Education,Special Education Teachers,Paraprofessional School Personnel,Age Differences,Educational Environment,Age Groups,Developmental Delays,Federal Government,Educational Finance,Educational Attainment,Compliance (Legal),Geographic Regions,State Policy

This is the 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022. Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022 describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting States and localities in providing IDEA services to all children with disabilities; and (4) assessing the effectiveness of efforts to provide IDEA services to children with disabilities. The report focuses on children with disabilities being served under IDEA, Part B and Part C, nationally and at the State level. [For the &quot;43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021,&quot; see ED616723.]
Abstraction as an Approach to the Learning of Basic Design
Author: Okten, Burcu Balaban
Date: 2022-00-00
Type: Journal Articles
Subjects: Abstract Reasoning,Concept Formation,Design,Studio Art,Introductory Courses,Architecture,Building Design,Architectural Education,Learning Processes,Creative Thinking,Foreign Countries,Geometry

The basic design lesson is an introductory course that teaches students the fundamental principles of design, including elements such as form, space, scale, proportion, and composition. It is also an introduction to both concrete thinking and abstract one, which is rather about ideas and general thought. Abstraction is one of the steps ap- plied for design learning processes because it may improve students' capacity for creative thinking. In practice, architects may use abstraction to sim- plify complex design problems and create clear, concise solutions. Basic Design Studio at Faculty of Architecture, Fatih Sultan Mehmet Vakif University (FSMVU), has dealt with the task of abstraction, while each generation's initial phase changed. This paper aims to define basic steps that guided students in FSMVU to apply abstraction in developing their final design, starting from objects from nature to geometrically defined shapes.
Teaching and Research: A Study of Symbiotic Relationship
Author: Zaidi, Rizwan Fatma
Date: 2022-03-00
Type: Journal Articles
Subjects: Instruction,Educational Research,Teacher Effectiveness,Teacher Educators,Educational Researchers,Faculty Development,Personality,Expertise,Teacher Student Relationship,Classroom Techniques,Teacher Competencies,Communication Skills,Feedback (Response),Information Technology

The present study was conducted to understand the relationship between Researcher-like disposition and teaching effectiveness of teacher educators in two phases. The first Phase was the quantitative Phase, in which Pearson product-moment correlation was carried out to understand the relationship between the variables. One hundred teacher educators are teaching B.Ed. A stratified sampling technique selected the course. The second Phase was the qualitative Phase, in which only 20 teacher educators were randomly selected and interviewed to understand the problems faced by teacher educators in teaching &amp; conducting research. The present study's findings revealed a significant and positive relationship between researcher-like disposition and teaching effectiveness of teacher educators, and the researcher-like disposition has positively contributed to enhancing the teaching effectiveness of teacher educators (p&lt;0.01 level). However, the findings also revealed that the teaching workload, inadequate research pre-service training, infrastructure constraints, Lack of training in ICT, and involvement in other administrative work were the various factors affecting teaching effectiveness and research performance. In a rapidly changing teaching and learning scenario, conducting research is one of the most potential approaches and thoughtful ways to inspire, motivate, and equip teacher educators with skills to teach evidence-based methods. The result of the present study provides a clear picture to the educationists and policymakers to improve the teaching effectiveness and research performance of teacher educators teaching in B.Ed. Institutions.
Education Freedom and Work Opportunities as Catalysts for Increasing the Birth Rate among Married Couples. Backgrounder. No. 3769
Author: Burke, Lindsey M.
Date: 2023-05-22
Type: Reports - Descriptive
Subjects: Birth,Marriage,Family Work Relationship,Educational Change,Child Care,Work Environment,Access to Education,Educational Quality,Kindergarten,Elementary Secondary Education,Higher Education,Social Mobility,Family Size,Parent Child Relationship,Public Policy,Educational Finance,Barriers,Flexible Scheduling,Child Rearing,Preschool Education,Preferences,Family Environment,COVID-19,Pandemics,School Choice,Educational Vouchers,Student Financial Aid,Debt (Financial),Federal Programs,Low Income Students

Pursuing new, commonsense approaches to education reform and work-family policies, from childcare and early education through higher education and workforce flexibility, will foster the conditions for family flourishing and increase birth rates for married couples. Affordable childcare from a variety of providers, including at-home options, access to high-quality K-12 education that reflects a family's values, a higher education landscape that provides numerous routes to upward mobility, and flexible work arrangements will give couples the confidence that they can have the number of children they desire. Public policy should support families as they form and grow, and can do so through reducing government regulatory overreach, directly funding students instead of institutions, and by removing barriers to a flexible workforce. Ultimately, these reforms will support couples as they raise their children to become productive members of a free society.
How Welfare Programs Discourage Marriage: The Case of Pre-K Education Subsidies. Backgrounder. No. 3742
Author: Paris, Benjamin
Date: 2023-01-05
Type: Reports - Research
Subjects: Welfare Services,Barriers,Preschool Education,Federal Aid,Marital Status,Marriage,One Parent Family,Economic Factors,State Programs,Federal Programs,Educational Quality,Access to Education,Policy Formation,Family Relationship,Financial Support,Case Studies,Eligibility,Income,Poverty,Funding Formulas,Public Policy,Parent Child Relationship,State Aid

Many welfare programs give greater benefits to unmarried individuals than to a married couple of otherwise identical income. The resulting marriage penalty discourages marriage and rewards single parenthood. Combined marriage penalties across federal and state welfare programs can reach tens of thousands of dollars per year for a given family. One component of the marriage penalties comes from state-level free or subsidized preschool programs. In addition to a failed track record in providing high-quality preschool education, the majority of government-funded preschool programs also have severe marriage penalties. Marriage is highly beneficial to adults, children, and society as a whole. Policymakers should consider the implications of their programs on marriage and design policies that do not discourage marriage, and, in fact, actively promote marriage and support married couples with children. [This report was produced by Heritage Foundation, Center for Health and Welfare Policy.]
Surveying Educational Entrepreneurs: The Headwinds and Tailwinds to Building New Educational Enterprises
Author: McShane, Michael Q.
Date: 2023-03-00
Type: Reports - Research
Subjects: Entrepreneurship,Problem Solving,Educational Change,Academic Achievement,Pandemics,COVID-19,Networks,Mathematics Instruction,Web Sites,Parent Attitudes,School Choice,Learning Management Systems,Virtual Classrooms,Kindergarten,Elementary Secondary Education,Distance Education,Home Schooling,Charter Schools,Private Schools,School Surveys,Participant Characteristics,Financial Support,Program Development,Teacher Recruitment,Income,Barriers,Competition

Crises have a way of shaking up the status quo and creating space for new thinking. When shocked out of their familiarity, people start to ask questions as to why things are the way that they are and brainstorm ways to make them better. Enter entrepreneurs. They are the people who take those ideas that are lying around and attempt to create solutions to the problems blasted open by crises. The pandemic was a crisis for American education. From 2019 to 2022 the average fourth grade math score dropped 5 scale score points, falling to the lowest level since 2005. In eighth grade, the average math score dropped 8 points, the lowest they have been since 2003. Entrepreneurs responded to the pandemic with gusto. The Prenda microschool network started in 2013 but tripled in size during the pandemic. Parents looking for smaller, more responsive education environments met a platform that was ready for them. The Art of Problem Solving, a content provider known originally for its high-level math courses, leaned into the pandemic, flooding their website with resources for parents and building out the functionality of their products. Now emerging from the pandemic, it is an opportune time to take stock of exactly where the world of educational entrepreneurship stands. What are the headwinds and what are the tailwinds? Where is entrepreneurship succeeding and where it is struggling? To answer these questions, EdChoice partnered with Hanover Research to survey 59 educational entrepreneurs working today to find out about their experiences. This paper shares the results of that survey.
Trends in Education Philanthropy: Benchmarking 2023
Author: Lawrence, Steven
Date: 2023-00-00
Type: Reports - Research
Subjects: Private Financial Support,Educational Finance,Grants,Philanthropic Foundations,Equal Education,Preschool Education,Elementary Secondary Education,Postsecondary Education,COVID-19,Pandemics,Social Emotional Learning,Mental Health,Politics of Education,Educational Change,Budgets,Student Diversity,Racial Differences,Ethnicity,Power Structure,Accountability,Public Policy,State Policy,Educational Policy,Public Schools,Educational Technology,Career Development,Trauma Informed Approach,Educational Equity (Finance)

This document is the latest Grantmakers for Education's (EdFunders) study of what's now and what's next for education philanthropy. It aims to give insight into the priorities of the education funding community, and to help funders understand their role in supporting education innovation that benefits the nation's learners. The findings in this report are based on survey responses representing 142 grantmaking organizations, 70% of which are EdFunders members. Among the key findings are: (1) Funders' expanded approach to the social-emotional needs of learners includes addressing trauma and the negative impacts of racial injustice; (2) Funders have major concerns about the politicization of education; (3) Funders' growing desire to overhaul the education system reflects a wide range of approaches; (4) Equity remains a priority; (5) Public policy is an area of focus in spite of less favorable local contexts; (6) Interest in funder collaboration is not matched by levels of funding; and (7) Funders increase efforts to be responsive to power dynamics, grantee perspectives and youth voice in funding decisions. [For &quot;Trends in Education Philanthropy: Benchmarking 2018-19,&quot; see ED595154.]