ethanporcaro/eric-fulltext-meta huggingface dataset:
VET in Schools Students: Characteristics and Post-School Employment and Training Experiences
Author: Misko, Josie
Date: 2017-00-00
Type: Reports - Research
Subjects: Vocational Education,Educational Trends,Student Characteristics,Employment,Educational Attainment,Secondary School Students,Outcomes of Education,Qualifications,Enrollment,Education Work Relationship,Income,Occupations,Profiles,Foreign Countries

This paper provides an up-to-date picture of trends in the uptake of VET in Schools (VETiS) programs, the profile and participation of students who undertake VETiS programs, and the level and type of qualifications that are undertaken. It also reports on investigations into the education and training experiences of VETiS students five years down the track of their VETiS course. This part of the study uses a new data set which links 2006 data from the National VET in Schools Collection with data from the 2011 Census of Population and Housing. This linking provides a large number of observations about the destinations of VETiS students. In doing so it enables a closer look at the employment and further training destinations and experiences of VETiS students from various demographic, cultural, and educational backgrounds. Contains appendices. [For the supporting document, &quot;Vet in Schools Students: Characteristics and Post-School Employment and Training Experiences. Support Document,&quot; see ED576667.]
VET in Schools Students: Characteristics and Post-School Employment and Training Experiences. Support Document
Author: Misko, Josie
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Trends,Student Characteristics,Employment,Educational Attainment,Secondary School Students,Outcomes of Education,Qualifications,Enrollment,Education Work Relationship,Occupations,Profiles,Foreign Countries,Probability,Regression (Statistics),Income

This document was produced by the author based on their research for the report, &quot;VET in Schools Students: Characteristics and Post-School Employment and Training Experiences,&quot; and is an added resource for further information. This support document presents the variables used and the findings of the supplementary analysis in the linked data set study. [For the full report, &quot;VET in Schools Students: Characteristics and Post-School Employment and Training Experiences,&quot; see ED576664.]
Graduation Rates for Selected Cohorts, 2008-13; Outcome Measures for Cohort Year 2008; Student Financial Aid, Academic Year 2015-16; and Admissions in Postsecondary Institutions, Fall 2016: First Look (Preliminary Data). NCES 2017-150
Author: Ginder, Scott A.
Date: 2017-09-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Cohort Analysis,Outcomes of Education,Student Financial Aid,College Admission,Postsecondary Education,Tables (Data),Outcome Measures,Undergraduate Students,Institutional Characteristics,Student Characteristics,Academic Degrees,Time to Degree,Student Certification,Family Income,Enrollment,Attendance

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the preliminary data of the IPEDS winter 2016-17 data collection, which included five survey components: &quot;Graduation Rates, 200 Percent Graduation Rates, Student Financial Aid, Admissions&quot;, and &quot;Outcome Measures.&quot; This &quot;First Look&quot; provides users with access to IPEDS data soon after the close of data collection. This report is based upon preliminary data that have not been extensively reviewed or edited. Provisional data for this collection, containing fully reviewed, edited, and imputed data, will be released approximately 3 months after the preliminary data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2017-18). The purpose of this report is to introduce new data through tables containing descriptive information. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. A glossary of IPEDS terms is also provided.
&quot;Stars in Alignment&quot; Article in Brief. Issue Brief #9
Author: National Center on Schoolwide Inclusive School Reform: The SWIFT Center
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Alignment (Education),Disabilities,Inclusion,Educational History,Fidelity,Educational Legislation,Federal Legislation,Equal Education,Intervention,Student Characteristics,Accessibility (for Disabled),Models,Elementary Secondary Education

For more than 40 years many organizations, families, and advocates for students with disabilities have worked toward creating a more inclusive public education system. As a result, many more students served under the Individuals with Disabilities Education Act (IDEA) spend 80% or more of their school day in general education classrooms. But a closer look reveals that most of this progress toward inclusion is associated with students who require fewer supports, while students who have more extensive needs remain segregated from the other children in their communities. This brief reviews some of the history of inclusive education that explains the current context, and suggests how to advance inclusion of all students to meaningfully participate in the public education system and achieve positive post-school outcomes. SWIFT Center offers a schoolwide approach to inclusive education, driven by a multi-tiered system of support (MTSS), guided by design teams of both general and special educators, utilizing universal design for learning (UDL) principles, and implemented in a manner resulting in demonstrable gains for all students. This alternative model focuses on &quot;structural elements,&quot; in particular rethinking school space allocation, coordinating all resources, deploying all school personnel and services, and matching evidence-based practices to meet measured student needs. [Based on &quot;Stars in Alignment&quot; by Wayne Sailor and Amy McCart, published in 2014, &quot;Research &amp; Practices for Persons with Severe Disabilities,&quot; 39(1), 55-64. doi: 10.1177/1540796914534622.]
Facilitation Guide for Designing a Shared Vision of Equity. Issue Brief #11
Author: National Center on Schoolwide Inclusive School Reform: The SWIFT Center
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Educational Planning,Guidelines,Equal Education,Design Requirements,School Districts,African American Students,Improvement Programs,Elementary Secondary Education

Years of data show many students exit the U.S. educational system unprepared for college and career. In response, the White House launched the &quot;My Brother's Keeper&quot; (MBK) initiative, calling for the closing of opportunity gaps faced by boys and young men of color. SWIFT Center assembled a national task force to determine how SWIFT can improve outcomes for boys and young men of color. The task force identified four recommendations, including encouraging sites to develop a shared vision of equity. The purpose of this document is to provide leadership teams with a guide for designing a shared school or district vision of equity.
Strategies for Transitioning to an Inclusive School Environment. Issue Brief #10
Author: Gross, Judith
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Disabilities,Inclusion,Family Involvement,Student Adjustment,Family School Relationship,Mainstreaming,Regular and Special Education Relationship,Student Behavior,Communication Strategies

For many students with disabilities, their school experience began or quickly became non-inclusive. As schools increasingly adopt inclusive practices, these students and their families may have questions or concerns. This brief provides strategies, suggestions, and resources for schools to help families understand and become a vital part of the process.
Altering Methods to Fill the English Curriculum Gap in Japan
Author: Zinck, Gerald W.
Date: 2017-04-25
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Elementary School Curriculum,Curriculum Development,Junior High Schools,Teaching Methods,Academic Standards,Personal Narratives,Reading Assignments,Writing Assignments,Barriers,High Schools,Readiness,Communication Skills,Grammar

In the Japanese English education system, a distinct disconnect exists between the elementary and secondary education curricula. Elementary schools across Japan offer English classes, but adjusting to junior high English classes is often difficult for students. While the Japanese government reformed junior high school tests to aid student adjustment, little research exists regarding the most effective method to prepare students before entering junior high school. The purpose of this article is to inform other teachers about necessary elementary school curriculum reforms and how supplementing the current curriculum with more reading and writing helps students adjust. Thus, this article examines the question: How should the Japanese government reform the English curriculum to reduce the gap between the elementary school and junior high school programs? Through the use of narrative self-study, this paper explores how I evolved my teaching practices to include more reading and writing. Comparing reflections on pedagogy in my early career, when I did not utilize increased amounts of reading and writing activities, to pedagogy later in my career when I regularly used these activities, shows how I was better preparing students for the change to the junior high school curriculum.
Formative and Summative Assessment in Higher Education: Opinions and Practices of Instructors
Author: Yüksel, Hidayet Suha
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Formative Evaluation,Summative Evaluation,College Faculty,Teacher Attitudes,Higher Education,Physical Education Teachers,Mixed Methods Research,Questionnaires,Likert Scales,Semi Structured Interviews,Content Analysis,Test Format,Data Analysis

The purpose of this study is to examine opinions of the instructors working in three different universities in Ankara regarding assessment in education and assessment methods they use in their courses within the summative assessment and formative assessment approaches. The population is formed by instructors lecturing in School of Physical Education and Sport and Sports Sciences Faculties of three universities (Ankara, Gazi and Hacettepe Universities) located in Ankara in quantitative section of the survey. Its sample is formed of 61 instructors taking part in quantitative section and 27 instructors taking part in qualitative section. The research is a mixed research design including both quantitative and qualitative survey model. A questionnaire form, composed of three sections and developed by the researchers, has been used for qualitative data collection tool in the survey. As quantitative data collection tool, &quot;semi-structured personal interviews&quot; have been conducted. Descriptive statistics is used in the survey for qualitative results in analysis of data and results have been evaluated with frequencies, percentages and means in the tables. And for the quantitative survey, content analysis method has been used for the assessment of the interviews. It is identified according to the results of the survey that the participation percentage of the instructors to the opinions towards the inquiry questions related to assessment were high ([x bar] = 4,48 ± 0,34). It is determined that the methods most used by the instructors in applied courses are; skill tests (f: 26), performance assessment (f: 19) and project (f: 10) while in theoretical courses &quot;multiple choice tests&quot; (f: 39), &quot;open ended questions&quot; (f: 35) and &quot;true-false questions&quot; (f:28) were the methods used at most. In the result of qualitative data analysis of the survey, opinions of the instructors regarding assessment are assessed under formative and summative assessment categories. When we examined the opinions of the instructors related to the importance of assessment in education, it is concluded that the formative assessment characteristics as increasing motivation, self-assessment of the instructor, providing a chance to re-arrange the instruction process via feedback have been placed at the top of the list; however, in the implementation the assessments have been made by summative assessment methods rather than formative assessment methods.
Special Education Teachers&apos; Views on Using Technology in Teaching Mathematics
Author: Baglama, Basak
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Teacher Attitudes,Technology Uses in Education,Mathematics Instruction,Teacher Competencies,Technology Integration,Special Needs Students,Qualitative Research,Semi Structured Interviews,Content Analysis

Individuals with special needs require support in acquiring various academic and social skills and mathematical skills are one of the most important skills in which individuals with special needs need to acquire in order to maintain their daily lives. Current approaches in education emphasize the importance of integrating technology into special education classrooms in order to increase achievement and facilitate learning and various technological tools are used in teaching mathematics to individuals with special needs. Therefore, special education teachers need to be competent in using technology in teaching mathematics and aim of this study is to determine the views and recommendations of special education teachers on technology use in teaching mathematics to students with special needs. Qualitative research method was used in the study. A total number of 15 special education teachers working at special education institutions in North Cyprus participated in the study. A semi-structured interview form developed by the researchers was used to collect the data. Data of the study were analyzed using content analysis method through constituting themes based on the answers of special education teachers. According to the results, special education teachers think that they are competent in using technology in teaching mathematics. Results are provided and discussed with reference to relevant literature. Finally, implications for special education practices and recommendations for further research are also presented.
Sustaining SWPBIS for Inclusive Behavior Instruction. Research to Practice Brief
Author: National Center on Schoolwide Inclusive School Reform: The SWIFT Center
Date: 2017-07-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Intervention,Student Behavior,School Personnel,Foreign Countries,Critical Incidents Method,Interviews,Teacher Attitudes,Administrator Attitudes,Attitude Measures,Teaching Methods,Program Effectiveness,Teamwork,Participation,Communities of Practice,Data Analysis,Expertise,Administrator Role,Labor Turnover,Beliefs

Inclusive Behavior Instruction features universal or schoolwide positive behavior interventions and supports in a multi-tiered system of support. Many schools use School-Wide Positive Behavior Intervention and Supports (SWPBIS; Horner et al., 2009) for this purpose. Andreau, McIntosh, Ross, and Kahn describe thirteen characteristics of sustainability found in a district using SWPBIS for more than fifteen years in their paper, &quot;Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports&quot; (2015). Their study, involving seventeen school and district personnel in British Columbia who used SWPBIS, illustrates that sustaining an SWPBIS &quot;among a sea of competing initiatives requires foresight, flexibility, and creativity.&quot; By considering the thirteen categories identified by the researchers, school teams can step into sustained ownership and address threats to SWPBIS implementation. [For &quot;Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports,&quot; see EJ1075585.]
Reforming Science Instruction in California: A Primer
Author: EdSource
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Science Instruction,Academic Standards,Teaching Methods,Instructional Innovation,Educational Change,Parent Materials,Guides,Elementary Secondary Education

As schools across the state implement the Next Generation Science Standards, this EdSource primer provides an easy-to-read guide for parents and other community members to understand the rationale for the standards and their potential to affect science instruction in California schools. California adopted the Next Generation Science Standards, or NGSS, in 2013, representing the first update to the state's science standards in nearly two decades. The new standards will significantly shape how science will be taught and tested as well as what students are expected to know and be able to do at each grade level.
Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity
Author: Council of Chief State School Officers (CCSSO)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,English Instruction,Language Arts,Literacy,Reading Instruction,Reading Skills,Reading Comprehension,Difficulty Level,Mixed Methods Research,Evidence Based Practice,Readability,Readability Formulas,Cloze Procedure,Reading Tests,Reading Teachers,Teacher Role

Appendix A of the Common Core State Standards (hereafter CCSS) contains a review of the research stressing the importance of being able to read complex text for success in college and career. The research shows that while the complexity of reading demands for college, career, and citizenship have held steady or risen over the past half century, the complexity of texts students are exposed to has steadily decreased in that same interval. In order to address this gap, the CCSS emphasize increasing the complexity of texts students read as a key element in improving reading comprehension. The importance of text complexity to student success had been known for many years prior to the release of the CCSS, but its release spurred subsequent research that holds implications for how the CCSS define and measure text complexity. As a result of new research on the quantitative dimensions of text complexity called for at the time of the standards' release, this report expands upon the three-part model outlined in Appendix A of the CCSS in ELA/Literacy that blends quantitative and qualitative measures of text complexity with reader and task considerations. It also presents new field-tested tools for helping educators assess the qualitative features of text complexity. [For &quot;Common Core State Standards for English Language Arts &amp; Literacy in History/Social Studies, Science, and Technical Subjects. Appendix A: Research Supporting Key Elements of the Standards, Glossary of Key Terms,&quot; see ED522007.]
Assessments 101: A Policymaker&apos;s Guide to K-12 Assessments
Author: Woods, Julie
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Assessment,Student Evaluation,Guides,Teacher Role,Student Role,Parent Role,School Districts,Board of Education Role,Test Selection,Vocabulary,Alignment (Education),Cutting Scores,Participation,Test Validity,Test Reliability,Performance

Assessments come in many forms in part because they serve many purposes, and those purposes often vary by the stakeholders they support. Students, parents, teachers, and school, district and state leaders may all be end users of the information provided by various assessments. This brief supports state leaders' understanding of assessments by first classifying and categorizing assessments and then providing an overview of common terms used when choosing and utilizing assessments.
Outcomes-Based Funding: What Is the Issue and Why Does It Matter? Policy Snapshot
Author: Holly, Neal
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: State Aid,Funding Formulas,Outcomes of Education,School Holding Power,At Risk Students,College Students,Educational Policy,State Legislation,Educational Legislation,Postsecondary Education

Concerned with low on-time graduation rates, state lawmakers continue to turn to outcomes-based funding (OBF) as one policy approach to support postsecondary degree attainment and workforce goals. Policymakers have also been confronted with constituent complaints about student debt loads, course schedules and academic programs that force students to enroll in additional terms, and transfer policies that require students to retake courses already completed at other public two- and four-year institutions in the same state. This Policy Snapshot defines and explores outcomes-based funding, and provides summary information on 2016 and 2017 legislative activities.
Keeping Pace with K-12 Online Learning, 2016
Author: Gemin, Butch
Date: 2017-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Online Courses,Educational Technology,Technology Uses in Education,Vendors,School Districts,State Agencies,Educational History,Computer Assisted Instruction,Blended Learning,Virtual Classrooms,Geographic Location,Enrollment,Instructional Program Divisions,Intellectual Disciplines,Web Based Instruction,Public Schools,Distance Education,Consortia

&quot;Keeping Pace with K-12 Online Learning 2016&quot; marks the thirteenth consecutive year Evergreen has published its annual research of the K-12 education online learning market. The thirteen years of researching, writing and publishing this report represents a time of remarkable change. There has been a constant presence that has become the backbone, supporting the growth and success of online learning--the array of organizations that supply online courses, online teachers, digital content and tools to schools. The number and breadth of types of suppliers has changed and grown as the demand for broader and deeper services has increased. Suppliers range from schools that supply regions or whole states, to stand-alone &quot;intermediate&quot; suppliers that provide online courses and related services to schools, to vendors who develop courses and content and deliver their courses directly to schools or distribute them through intermediates. &quot;Keeping Pace with K-12 Online Learning 2016&quot; focuses on these suppliers of online learning and reports on levels and types of activity, including online course enrollments, types of enrollments and number of students involved in online learning. [For &quot;Keeping Pace with K-12 Digital Learning&quot; (2015 edition), see ED570125.]