ethanporcaro/eric-fulltext-meta huggingface dataset:
The Case for Educational Pluralism in the U.S.
Author: Berner, Ashley Rogers
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Public Education,Educational Change,Nontraditional Education,Educational Finance,Democracy,School Culture,Equal Education,Barriers,Accountability,Educational Quality,Foreign Countries,Financial Support,School Choice,Civil Rights,Parent Rights,Constitutional Law,Curriculum,Federal Government,Government Role,State Government,Educational Improvement,Elementary Secondary Education

For more than a century, public education in the U.S. has been defined as schools that are funded, regulated, and exclusively delivered by government. The past 25 years have brought some diversified forms of delivery through charter schools and various private-school scholarship mechanisms. Nevertheless, most discussions and debates over school reforms take place within the existing paradigm: only district schools are considered truly public, and all alternative models (whether charters, tax credits, or vouchers) must justify themselves on the basis of superior test scores. In reality, the U.S. is an outlier. Educational pluralism--a school system in which the government funds and regulates, but does not necessarily provide, public education--is the democratic norm around the world. This report explains how pluralist systems work in other countries and considers educational pluralism as a model for the United States. This report suggests a balanced path forward that honors both distinctive school cultures and the imperative to educate for the common good. The report concludes by examining practical and political strategies that would move U.S. school systems into the democratic norm, drawing upon international and domestic models.
The Workforce-Training Grant: A New Bridge from High School to Career
Author: Cass, Oren
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Labor Force Development,Trainees,Corporate Education,On the Job Training,Grants,Employers,Federal Aid,Vocational Education,Educational Policy,High Schools,Community Colleges

The American education system and labor market are heavily biased toward college graduates. However, for many Americans--perhaps even the majority, who do not earn even a community-college degree--and for many career paths, positions that combine immediate on-the-job experience with employer-sponsored training offer the best opportunity to enter the workforce and build valuable skills. Such positions receive little to no public support, and employers often have little incentive to create them. A neutral approach for public policy toward workforce preparation would recognize that employers, not universities, often provide the most socially valuable form of training and would redirect public resources accordingly. This report proposes how this could be accomplished: (1) Define a &quot;trainee&quot; status, akin to the status of a student enrolled in a college, for any worker whose wage is below an established threshold and whose time is divided evenly between on-the-job experience and formal training; (2) Allow for diverse forms of formal training, including programs operated by an employer; by a consortium of employers, an industry association, or a partnership between employers and organized labor; or by a technical high school or community college when its curriculum is designed in partnership with the employer; and (3) Provide a substantial grant to private-sector employers who create trainee positions and provide for their training, on the order of $10,000 per year per trainee. Fund this grant by redirecting subsidies provided to traditional higher education.
Adapting Lesson Study for Community College Mathematics Instruction: Early Observations
Author: Bickerstaff, Susan
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,College Mathematics,Community Colleges,Communities of Practice,Teacher Collaboration,Faculty Development,College Faculty,Program Effectiveness,Models,Teamwork

Lesson Study (LS) is a structured, collaborative professional development approach that gives instructors a framework for actively investigating how to improve student learning in their classrooms. Despite evidence of LS improving teacher practice and student learning in K-12 settings, there have been few documented examples of its use among instructors in higher education. The Adapting Lesson Study for Community College Mathematics Instruction project is investigating whether the model can be feasibly implemented by community college mathematics faculty and will eventually document whether and how it influences instructors' pedagogical practices and student outcomes. In this short report, we describe LS and provide a rationale for its implementation in the community college context. We then report on activities from the first year of the project and share some early observations about LS implementation that could have implications for the effectiveness and sustainability of LS in community colleges.
Why Aren&apos;t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors
Author: Agran, Martin
Date: 2019-00-00
Type: Reports - Research
Subjects: Student Placement,Severe Disabilities,Students with Disabilities,Inclusion,Decision Making,Barriers,Outcomes of Education,Student Needs,Influences,Educational Change,Federal Programs,Educational Legislation,Federal Legislation,Equal Education,Disabilities

Placement decisions for students with severe disabilities have often been based less on the students' unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices. [This is the online version of an article published in &quot;Research and Practice for Persons with Severe Disabilities.&quot;]
An Analysis of State Postsecondary Governance Structures. Policy Guide
Author: Fulton, Mary
Date: 2019-10-00
Type: Guides - General
Subjects: Postsecondary Education,Governance,State Policy,Educational Policy,Models,State Boards of Education,Governing Boards,State Agencies,Legal Responsibility,Policy Formation,Decision Making

State postsecondary education governance systems play an important role in the policy and decisionmaking processes that affect a state's ability to pursue its education and workforce goals. In general, postsecondary education governance relates to the responsibilities and authority of entities and leadership positions charged with developing, implementing and overseeing policies and practices. To assist policymakers and the broader education community in expanding their knowledge of the governance systems in their states and others, Education Commission of the States developed a comprehensive set of resources that include a 50-State Comparison, individual state profiles and a data visualization tool. These resources do not reflect changes that states made in 2019. This Policy Guide summarizes these comprehensive resources to describe postsecondary governance models and structures and examine key components of postsecondary governance systems, and also offers questions for further consideration.
Identifying Previous Schools of Senior High School Students: A Basis for Marketing Programs
Author: Pelayo, Jose Maria G., III.
Date: 2019-08-23
Type: Reports - Evaluative
Subjects: High School Students,Student Recruitment,Public Schools,Private Schools,Identification,Junior High Schools,Foreign Countries

The ACAP Center identified the previous schools of Senior High School Students to serve as a basis for marketing programs. Target marketing can be essential in marketing programs when detecting what previous school has the most number of students and also what school has the least number of students. We also categorized who were from public or private schools. Location of previous schools were also illustrated.
2018 Summary of Advances in Autism Spectrum Disorder Research
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Research,Disability Identification,Intervention,Quality of Life,Neurological Organization,Genetics,Prevention,Symptoms (Individual Disorders),Health Insurance,Children,Adolescents,Young Adults,Mental Disorders,Biology

Each year, the Interagency Autism Coordinating Committee (IACC) releases a list of scientific advances that represent significant progress in the field. The &quot;2018 Summary of Advances&quot; provides short, plain language summaries of the top research breakthroughs selected by the IACC from a pool of research articles nominated by the members. The 20 studies selected for 2018 have provided new insight into potential screening tools for autism spectrum disorder (ASD), the development of brain regions implicated in ASD symptomatology, and the prevalence of ASD in children. The advances also include studies that analyzed the degree of inclusion of children severely affected by autism in treatment studies, the effect of insurance ASD mandates on health service use, and the manifestation of ASD symptoms in adolescents and young adults. Several of the selected studies compared the genetic variations that contribute to ASD and other psychiatric disorders; studies such as these will help elucidate shared mechanisms underlying these disorders. Articles in the &quot;2018 IACC Summary of Advances&quot; are grouped according to the topics represented by the seven questions of the &quot;2016-2017 IACC Strategic Plan for ASD&quot;: (1) How Can I Recognize the Signs of ASD, and Why Is Early Detection so Important?; (2) What Is the Biology Underlying ASD?; (3) What Causes ASD, and Can Disabling Aspects of ASD Be Prevented or Preempted?; (4) Which Treatments and Interventions Will Help?; (5) What Kinds of Services and Supports Are Needed to Maximize Quality of Life for People on the Autism Spectrum?; (6) How Can We Meet the Needs of People with ASD as They Progress into and through Adulthood?; and (7) How Do We Continue to Build, Expand, and Enhance the Infrastructure System to Meet the Needs of the ASD Community? Citations for the articles selected for the &quot;Summary of Advances,&quot; as well as a complete listing of those nominated, are included at the end of the document.
Kentucky&apos;s Degree and Credential Production, 2013-2018. Degrees and Credentials Awarded by Kentucky&apos;s Public Universities, the Campuses of the Association of Kentucky Colleges and Universities and the Kentucky Community and Technical College System
Author: Kentucky Council on Postsecondary Education
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Educational Attainment,Public Colleges,Private Colleges,Community Colleges,Vocational Schools,Two Year Colleges,Undergraduate Students,High School Graduates,Intellectual Disciplines,Certification,Associate Degrees,Bachelors Degrees,Masters Degrees,Minority Group Students,Disproportionate Representation,Low Income Students,Doctoral Degrees

This report describes the state of Kentucky's postsecondary education degree and credential attainment between Academic Years (AY) 2013-14 and 2017-18. Using data from the Kentucky Postsecondary Education Data System (KPEDS), the report details the number and types of credentials earned at Kentucky's public universities, the campuses of the Association of Independent Kentucky Colleges and Universities (AIKCU) and the Kentucky Community and Technical College System (KCTCS). This report is set within the larger context of the Council's goal to raise the percentage of Kentuckians with a high-quality college-level credential to 60% by the year 2030. To reach this goal, the number of Kentuckians with a credential requires a 1.7% annual growth until 2030. For additional perspective, Kentucky's educational attainment is also compared to the national average. While the report shows impressive growth in degrees and credentials, especially with the gains made by underrepresented minorities, it also highlights the challenges moving forward and areas for improvement.
Kansas Full-Day Kindergarten Guide
Author: Kansas State Department of Education
Date: 2018-01-00
Type: Guides - Non-Classroom
Subjects: School Readiness,Kindergarten,Preschool Education,School Schedules,Child Development,Educational Environment,Classroom Techniques,Curriculum,Teaching Methods,Evaluation Methods,Teacher Student Relationship,Student Centered Learning,Family Involvement,State Standards,Developmentally Appropriate Practices,Intellectual Disciplines,Family School Relationship,Preschool Curriculum,Planning,Evidence Based Practice

School readiness occurs within a broad context that includes the four components of community, educational environment, family and the individual child. These four components function as interdependent systems of support that have multidirectional influences. Early childhood experiences, from birth through age 8, are necessary for school success and have a direct influence on future success. Experiences include health and physical well-being, cognitive development, communication and social-emotional skills. An effective foundation for school readiness also involves policy, funding and systems for children that support their ability to thrive and succeed in learning environments through their lifespan. This &quot;Kansas Full-Day Kindergarten Guide&quot; is a resource to provide kindergarten teachers, principals and other school district administrators with common information about high-quality, full-day kindergarten. This guide may be used to provide support to implement developmentally appropriate and academically rigorous kindergarten programs statewide. Kindergarten teachers and administrators are encouraged to discuss the design of high-quality, developmentally appropriate and rigorous kindergarten classrooms. Contents address: transitions; child development; learning environment; classroom management; curriculum and instruction; instructional practices in kindergarten; assessment; and program structures. [This report was prepared by the Kansas State Department of Education's Early Childhood, Special Education and Title Services. For the &quot;Kansas Prekindergarten Guide,&quot; see ED598973.]
Beliefs about Teaching (BATS2) -- Construction and Validation of an Instrument Based on InTASC Critical Dispositions
Author: Lang, W. Steve
Date: 2018-08-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Construction,Construct Validity,Teacher Characteristics,Accreditation (Institutions),Teacher Certification,Teacher Education Programs,Test Items,Item Analysis,Item Response Theory,Test Reliability,Standards,Preservice Teachers,Beliefs

A team of researchers at two institutions revised and analyzed a battery of instruments to assess the Critical Dispositions (InTASC, 2013) required in the CAEP (2016a) accreditation standards for teacher education programs. This research presents initial findings for the revised version updating previous results from validity and reliability studies of the first version (Wilkerson &amp; Lang, 2011). An in-depth study of one of the instruments, now in two forms, is presented. Version 2 was necessary because the standards providing an operational definition of the construct measured were updated. In this study, data were collected from teacher education students, in-service teachers, and pre-school teachers (Form A = 1072; Form B = 372). Item analysis using Rasch modeling, results of a qualitative review of specific teacher candidates across multiple measures, and student/program improvement uses are discussed. The results indicated that evidence of validity and reliability is maintained in the new version, and student disposition measures were diagnostic and logical for students of different training and experience.
Insiders&apos; Beliefs and Attitudes towards Using Technology Assisted Language Teaching to Minimize FLA among Ethiopian University EFL Students
Author: Gerencheal, Berhane
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Second Language Instruction,English (Second Language),Beliefs,Technology Uses in Education,Educational Technology,Teacher Attitudes,College Faculty,Anxiety

The study was conducted on 38 University EFL major students and on their 10 EFL teachers to examine their belief towards the role of using Technology Assisted Language Teaching (TALT-Hereafter) in minimizing students' FLA. The data were gathered using both qualitative and quantitative methods. The quantitative data was collected using by GBM and GAM (McCroskey &amp; Richmond, 1989) which are the most standardized and highly reliable data gathering tools to measure beliefs and attitudes of respondents in wide range topics. Three open ended questions were also used as data collecting instrument to reveal the practice of using TALT in the EFL classroom. Finally the descriptive analysis of the GBM result showed that both EFL students (m=5.87; SD 0.567) and their teachers (m=4.85; SD=0.672) had strong belief on the role of using TALT in minimizing FLA. The descriptive analysis of the GAM also revealed that both EFL students (m=6.04; SD 0.513) and their teachers (m=4.3; SD= 0.572) had positive attitude towards using TALT during teaching-and-learning EFL. However, the qualitative data revealed that the actual practice in using technology assisted language teaching-and-learning trend was found very low and discouraging in both the EFL students and their teachers. Finally, the study ends with practical recommendations for the main actors to use TALT in EFL classes to make the classroom less stressful.
Preliminary Findings on Initial Interviews of College Students: An Investigation on K12 Graduates
Author: Pelayo, Jose Maria G., III
Date: 2019-08-19
Type: Reports - Research
Subjects: Foreign Countries,College Applicants,Interviews,College Choice,Family Influence,Elementary Secondary Education,Graduates

The ACAP [Assessment, Counseling, and Placement] Center conducts Initial Interviews to all new student applicants. This procedure is essential in identifying important information in terms of physical, psychological and mental conditions of the students. Participants are graduates from the K12 program. It also serves as a contrivance for the institution's marketing and admissions department. Results indicated that most of the students chose their course and that their family and relatives are the main reason why they knew about SPCF [Systems Plus College Foundation]. The preliminary findings of this study can be utilized by the administration in order to construct projective and proactive programs for the next academic year.
A Probe into the Indicators of Intercultural Communicative Competence in an EFL Self-Study Textbook
Author: Arslan, Sezen
Date: 2018-00-00
Type: Information Analyses
Subjects: Intercultural Communication,Communication Skills,English (Second Language),Textbook Content,Independent Study,Open Education,Foreign Countries,Cultural Awareness,College Students,Student Attitudes,Learning Activities,Audiovisual Aids,Access to Education,Second Language Learning

Textbooks play a vital role for teaching about different cultures since they present various regions, people, behavior, conventions, religions, values and some other cultural elements of different societies around the world. This study aimed to investigate the cultural content of a self-study textbook which was designed for Open Education Faculty in Turkey. In the study design the descriptive content analysis was employed in order to explore which aspects of intercultural communicative competence were addressed. The findings pointed out that the major part of many activities focused on cultural aspects. The study also put forward some practical recommendations on what content should be delivered through a textbook in order to develop intercultural communicative competence.
In Their Voices: Undocumented in California Public Colleges and Universities
Author: Dow, Audrey
Date: 2019-00-00
Type: Reports - Research
Subjects: Undocumented Immigrants,Public Colleges,Access to Education,Public Policy,Federal Legislation,Population Trends,Educational Attainment,Enrollment Trends,High School Graduates,Community Colleges,State Legislation,Student Financial Aid,Budgets,Resource Allocation,Student Loan Programs,College Students,Tuition,Barriers,Educational Environment,Student Needs,Legal Aid

College opportunity is key to ensuring that California can meet its economic goals, maintain its global standing, and keep up with technological advances. As California's economy becomes increasingly reliant on a better-educated workforce and further connected to a global marketplace for its services and products, immigrant students are poised to make major contributions to future growth. Nearly 27 percent (three million) of the United States' undocumented immigrants reside in California. Among this diverse population of undocumented immigrants, however, few adults have a college degree. Conservative estimates find that between 64,000 and 86,000 undocumented students are enrolled in California's public higher education systems. This brief has information on California's undocumented residents, public policies that have shaped the current state of college opportunity for undocumented students, and the key findings from conversations with undocumented students regarding financial aid, campus resources, legal services, and more. [Extensive contributions by Leticia Tomas Bustillos. Additional contributors to this brief include Jake Brymner, Sasha Perez, and Linda Vasquez. Additional funding from The Morris and Mayer Kaplan Family Foundation.]
Transparency Bills Could Help School Districts Avoid Outsourcing of Public Services That Lowers Quality and Raises Costs
Author: Keystone Research Center (KRC)
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: School Districts,Public Schools,Outsourcing,Costs,State Legislation,Educational Legislation,Ancillary School Services,Public Opinion

Pennsylvania's public schools employ tens of thousands of support professionals -- bus drivers, cafeteria workers, custodians, maintenance workers, secretaries, paraprofessionals, and others. Due to fiscal challenges that many local districts face, school administrators often look to achieve savings and flexibility by outsourcing the provision of public services by education support staff. Research shows that there are significant downsides in some cases to outsourcing by state and local government, including lower quality services and increases in costs. Moreover, when outsourcing lowers quality or raises costs, changing the contractor or bringing work back in house may have upfront and transition costs. These costs can lock school districts into unfavorable outsourcing arrangements for the long term. This potential reinforces how important it is to get decisions to outsource or keep work in house right in the first place. Providing additional transparency when school districts consider outsourcing, and an escape route if savings do not result, can reduce the number of cases in which districts regret outsourcing because it increases taxpayer costs, compromises the quality of educational support services, or undercuts the quality of jobs for members of the local community. This brief summarizes research and public opinion polling that make the case for transparency and safeguards against counterproductive outsourcing provided by the Senate and House bills.