ethanporcaro/eric-fulltext-meta huggingface dataset:
Theory and Application of &quot;Suhbah&quot; in Building &quot;Adab&quot; from Tijaniyah Tariqa Perspective
Author: Islam, Muhammad Thoriqul
Date: 2022-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Online Courses,Educational Change,Teacher Student Relationship,Teaching Methods,Spiritual Development,Behavior Change,Moral Values,Moral Development,Islam,Religious Factors,Religious Education,Role Models,Educational History,Foreign Countries

The COVID-19 pandemic has influenched the educational processes, such as the change from ofline learning to online learning. These situations impact student's etique because they still need role models in thinking, speaking, and acting. One of the alternative solutions is suhbah. According to Tijaniyah Tariqa, suhbah is a teacher-student approach that characterized by the spiritual initiation use of khirqah as the birth identity of a suluk expert. This research aims to describe the theory and the application of suhbah from the perspective of Tijaniyah Tariqa. The type of this research was library research from several works of Tijaniyah Tariqa and from other related documents. The results of the research are: (1) Theory of suhbah from Tijaniyah Tariqa's perspective is a teacher-student approach by purifying students through wirid lazimah, wirid wazifah, and wirid hailalah, which is characterized by spiritual initiation and use of khirqah to achieve ma'rifatullah, (2) Application of suhbah from Tijaniyah Tariqa perspective could be done through two approaches, namely vertical approach and horizontal approach, (3) The theory and application of suhbah in building the adab from Tijaniyah Tariqa perspective are to transform the student's bad morals into good moral character and reach the level of ma'rifah by practicing wirid lazimah, wirid wazifah, and wirid hailalah.
Facilitating Career Pathways for Low-Income Rural Students: Cooperative Extension as a Community Connector. Project Report
Author: Association of Public and Land-grant Universities (APLU)
Date: 2022-09-30
Type: Reports - Descriptive
Subjects: Career Pathways,Rural Areas,Extension Education,Labor Force Development,Models,Curriculum,Extension Agents,Low Income Students,Partnerships in Education,Program Effectiveness

The project's primary goal was to develop, test, and disseminate a model workforce development curriculum for Cooperative Extension Professionals (CEPs). The curriculum, which we have named Future Opportunities for Rural Workforce and Rural Development (FORWARD), is designed to support CEPs working to address workforce development issues in rural communities.
Effective ESA Implementation: Helping Stakeholders Create Family-Centric Programs That Work
Author: EdChoice
Date: 2023-10-00
Type: Reports - Evaluative
Subjects: Educational Finance,Money Management,Guides,Student Financial Aid,State Agencies,School Choice

Implementation of ESA programs will not be easy. The ESA model is novel and foreign to most state education agencies, which have little to no experience with helping families purchase a wide variety of educational goods and services using government funds. Even if agencies had the relevant experience, ESA programs are complex, involving millions of individual transactions as thousands of families make purchases from thousands of schools and other education providers. EdChoice developed this guide to help state agencies succeed as they roll out ESA programs. EdChoice's goal is to ensure that ESA programs achieve their purpose: to empower families to choose the best education for their children.
EdChoice 101: An Introduction to the Basics of School Choice and Supplement to &quot;The ABCs of School Choice.&quot; 2023 Edition
Author: EdChoice
Date: 2023-00-00
Type: Guides - Non-Classroom
Subjects: School Choice,Parent Participation,Empowerment,Elementary Secondary Education,Money Management,Tax Credits,Educational Vouchers,Scholarships,Charter Schools,Home Schooling,School Districts,Public Schools,Magnet Schools,Mixed Age Grouping,Online Courses,Tuition,Private Schools,Special Needs Students

There are many different schooling options, but not all educational choice programs are created equal. Public charter schools and public-to-public transfers, for example, have provided options within the traditional system, but those programs leave many schooling types off-limits for families. EdChoice's goal as the nation's oldest school choice organization is to highlight and promote the programs that create the most pathways for students to lead successful lives, focusing on five types of programs: (1) education savings accounts (ESAs); (2) tax-credit ESAs; (3) vouchers; (4) tax-credit scholarships programs; and (5) refundable tax credits. Individual tax credits, deductions, and 529 savings accounts are also highlighted. These programs are more limited and tend to provide minimal financial assistance to families. This guide introduces the fundamentals of school choice and answers some basic questions about why and how these programs work. This guide is a supplement to &quot;The ABCs of School Choice&quot; (ED628554). [For &quot;EdChoice 101: An Introduction to the Basics of School Choice. 2022 Edition,&quot; see ED625411.]
The 123s of School Choice: What the Research Says about Private School Choice Programs in America. 2023 Edition
Author: DiPerna, Paul
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Private Schools,School Choice,Educational Vouchers,Educational Research,Public Schools,Outcomes of Education,Research Reports,Tax Credits,Scholarships,Educational Finance,Program Evaluation,School Safety,Educational Environment,Parent Attitudes,Satisfaction,Scores,Civics

The goal of &quot;The 123s&quot; is to present the increasingly large body of private school choice research in a clear and easy-to-read format and cite the relevant studies so that anyone who is interested in the individual results can easily find them and read in more detail. This report is divided into 11 sections. The first section summarizes the number of studies and how many come to which conclusion. The following sections present the eight outcomes covered in this publication, including school safety and climate--a new subject of study. They are followed by a list of reviews that other researchers conducted about the eight outcomes covered. The last section discusses the strengths and limitations of research on school choice. Finally, tables in the Appendix present the various programs, organized by type. [For the 2022 report, see ED625418.]
EdChoice Study Guide: A Review of the Research on Private School Choice. 2023 Edition
Author: EdChoice
Date: 2023-00-00
Type: Guides - Non-Classroom
Subjects: Private Schools,School Choice,Tests,Scores,Program Effectiveness,Standardized Tests,Educational Attainment,Parent Attitudes,Satisfaction,Educational Vouchers,Public Schools,Citizenship Responsibility,Ethnic Diversity,Racial Composition,Student Diversity,Housing,Budgets,Taxes,Tax Credits,Educational Finance,Cost Effectiveness,Elementary Secondary Education,School Safety

Researchers from across the country have published at least 187 empirical studies on the effectiveness of private school choice programs. The &quot;EdChoice Study Guide&quot; is an annually updated guide to the available research on private school choice programs in America. In this guide, one can learn what the body of rigorous research says about school choice's effect on: (1) Participant Test Scores; (2) Participant Attainment; (3) Parent Satisfaction; (4) Public School Students' Test Scores; (5) Students' Civic Values and Practices; (6) Racial and Ethnic Integration in Schools; (7) Taxpayers, State Budgets and Public School Districts (Fiscal Effects); and (8) School Safety. This year's report includes a new section synthesizing the findings of other reviews of educational choice research. [For the 2022 Edition, see ED625416.]
The Career-Ready Graduate: What Employers Say about the Difference College Makes
Author: Finley, Ashley P.
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Employer Attitudes,College Graduates,Career Readiness,Educational Attitudes,Higher Education,Educational Trends

This report presents findings from an online survey conducted in May 2023. The survey was developed by the American Association of Colleges and Universities (AAC&amp;U), in collaboration with Morning Consult. The survey was administered online by Morning Consult to a sample of 1,010 employers. The findings reflect employer perspectives on the outcomes and experiences that matter for career success and the degree to which recent college graduates are prepared to succeed. Employers were also queried on their thoughts regarding recent trends affecting higher education, specifically the emergence of microcredentials and legislative efforts to limit what can be taught and discussed in college courses. [Foreword written by Lynn Pasquerellaf.]
BC Student Outcomes: The 2022 Highlights
Author: BC Student Outcomes (Canada)
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Outcomes of Education,Postsecondary Education,Student Satisfaction,Bachelors Degrees,Associate Degrees,Certification,Apprenticeships,Vocational Education,College Graduates,Employment Level,Unemployment,Job Skills,Educational Attainment,Intellectual Disciplines,Educational Finance,Paying for College,Debt (Financial),Workplace Learning,Wages,Program Effectiveness,Student Loan Programs

Every year, the BC Student Outcomes Program collects feedback from former students who took post-secondary programs. Student feedback is essential to maintain quality and relevance in the education system. In 2022, over 28,500 former students were surveyed; key results from those surveys are presented in this report. 90% of the former post-secondary students surveyed were satisfied or very satisfied with the education or training they received. [Outcomes surveys are conducted with funding from the Ministry of Post-Secondary Education and Future Skills, SkilledTradesBC, and from British Columbia's public post-secondary institutions. For &quot;BC Student Outcomes: The 2021 Highlights,&quot; see ED622843.]
How States Protect Funding for K-12 Public Schools: A Primer on Funding Protection Policies
Author: Shuls, James V.
Date: 2023-11-00
Type: Reports - Evaluative
Subjects: Public Schools,Educational Finance,State Aid,Elementary Secondary Education,Declining Enrollment,Educational Policy

Public education funding is a complex matter. It is widely understood that dollars for public schools come from federal, state, and local sources, but the revenue stream from each source is calculated in complex formulas and criteria that can make it hard for anyone to understand the system fully. Calculating aid based on some measure of the number of students that a school district serves is the primary modus operandi by state education departments. Some states determine aid based on average daily attendance, and others use enrollment counts. Each approach has trade-offs. The goal of this article is to explain various school funding protections (also known as &quot;hold harmless&quot; provisions) that states take--which give additional funds to school districts that otherwise would not have received them--in order to provide a better understanding of the various types of funding protections and the trade-offs they present to policymakers and citizens. The first part of the article examines declining enrollment provisions and their trade-offs, while the second part does the same for funding guarantees. A follow-up discussion with suggestions for using either policy more effectively is provided.
Improving Mathematics in Key Stages 2 and 3. Guidance Report
Author: Henderson, Peter
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Instructional Improvement,Mathematics Education,Curriculum Development,Evaluation Methods,Prior Learning,Manipulative Materials,Student Motivation,Personal Autonomy,Intervention,Elementary School Students,Secondary School Students,Transitional Programs

This guidance report focuses on improving the quality of teaching of mathematics to pupils in Key Stages 2 and 3. The decision to focus on these Key Stages was made after an initial consultation period with teachers, academics, and other stakeholders. Schools are seeking advice on adjusting to a new curriculum, and there is also concern about pupils making a transition between the stages. This report is not intended to provide a comprehensive guide to mathematics teaching, but rather is an accessible overview of existing research with clear, actionable guidance. Recommendations based on research findings that schools can use to make a significant difference to pupils' learning, and those based on the questions that appear to be most salient to practitioners, are provided. Those recommendations include: (1) Use assessment to build upon pupils' existing knowledge and understanding; (2) Use manipulatives and representations; (3) Teach strategies for solving problems; (4) Enable pupils to develop a rich network of mathematical knowledge; (5) Develop pupils' independence and motivation; (6) Use tasks and resources to challenge and support pupils' mathematics; (7) Use structured interventions to provide additional support; and (8) Support pupils to make a successful transition between primary and secondary school.
Comprehensive High School Reform Strategies: A Framework for School Improvement and a Review of the Evidence
Author: Unterman, Rebecca
Date: 2023-06-00
Type: Reports - Research
Subjects: High Schools,Educational Change,Models,Outcomes of Education,Educational Improvement,Change Strategies

While overall graduation rates are improving, persistent disparities in graduation rates among groups of students remain, and must be addressed. High school reform is a viable approach to addressing these disparities. Early College High Schools, Small Schools of Choice, and Career Academies are all secondary school reform models that have been rigorously studied and shown to improve student outcomes in many areas, including math and reading achievement, high school graduation, postsecondary enrollment, and earnings later in life. This report seeks to assist practitioners and policymakers in education in making systematic, evidence-based decisions. The authors: (1) Reviewed 13 evaluations of comprehensive reform efforts, identified the features of the models evaluated, and categorized them to create a high school reform framework that can be generally applied. The authors hope that school and district leaders can compare their current efforts with the framework to identify how they might refine or augment those efforts; and (2) Compiled information on prevalent features of reform models that have proven promising for improving student outcomes. Reformers can draw on this information as they use the framework. The following features appeared commonly across models and were associated with positive effects on student outcomes: personalized relationships with school staff members, increased academic rigor, teacher/student respect, teacher professional development, teacher/parent communication, principal leadership, and teacher mutual support. In reviewing their own efforts to strengthen high schools, policymakers and practitioners may want to consider seriously how they are addressing these aspects of the high school student experience.
Building the Future for Students in College and Career. Grantmakers for Education New Mexico Study Tour
Author: Jung, Minna
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Career Pathways,High School Students,Career Exploration,Motor Vehicles,Information Technology,Architecture,Health Sciences,Job Training,Rural Areas

In April of 2023, a group of education funders gathered from around the country in Gallup, New Mexico. The main purpose of the visit, which took place April 26 to April 28, 2023, was to learn about Gallup-McKinley County Schools' career pathways programs, which provide opportunities for young people in the district to explore careers like digital media, architecture, health sciences and automotive industry while still in high school. During the visit, tour participants visited high school classrooms dedicated to these career pathways classes, such as a garage-sized space housing a few pick-up trucks and a classroom set up for health sciences training that featured two human-sized dummies that reacted to voice commands. Tour participants also had the opportunity to hear from New Mexico state legislators about the state's education initiatives and funding priorities. This report examines what participants' learned about the program and their reflections of the visit.
When the Voices of Women Students of Color Are Heard: Resisting Erasure in Higher Education Policy and Practice
Author: Welbeck, Rashida
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Minority Group Students,Females,College Students,Womens Education,Student Needs,Gender Bias,Racism,Barriers,College Faculty,Diversity (Faculty),School Policy,Resources,College Environment

A common narrative about women students of color in postsecondary education centers on the fact that they typically outperform men of color on measures such as college access, retention, and persistence. As a result, decision-makers might conclude that women of color do not need additional supports from institutions of higher education. Although they do earn associate's and bachelor's degrees at higher rates than men of color, equity gaps remain between women of color and their White female peers. In addition to barriers related to race, women of color also face barriers related to gender. These intersecting factors contribute to economic, social, and health disparities and challenges that women of color may carry over into their lives as students. In early 2023, MDRC convened a virtual gathering, &quot;Resisting Erasure: Women of Color College Success Research and Practice Roundtable,&quot; to address this void. It brought together 24 students, higher education administrators, faculty scholars, and funders from across the country who were interested in advancing knowledge and best practices in postsecondary education regarding the needs of women of color. The goals of the roundtable were to understand more deeply, and hear firsthand about, the disparities, needs, and knowledge gaps regarding women of color; to synthesize knowledge on targeted supports; and to develop recommendations and a research agenda that could help improve postsecondary education and career outcomes. This brief highlights some of the insights distilled from that roundtable, including themes and issues at both the student and institutional levels, recommendations for how to address those issues, and considerations for future action.
Young Children&apos;s Resilience in the Wake of the COVID-19 Pandemic: Evidence from Acelero Learning Head Start Programs
Author: McCormick, Meghan
Date: 2023-05-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Preschool Children,Preschool Education,Early Intervention,Resilience (Psychology),Academic Achievement,Cognitive Development,Racial Differences,Ethnicity,Age Differences,Gender Differences,Language Usage,Federal Programs,Low Income Students,Social Services

There is clear evidence that the COVID-19 pandemic had significant negative effects on the learning and development of school-age children in the United States, with disproportionate impacts on children from racially, ethnically, and socioeconomically marginalized groups. There is less consistent evidence on the extent to which the pandemic affected younger, preschool-age children. Acelero Learning wanted a better understanding of whether children in their programs were exhibiting &quot;resilience&quot; during the pandemic recovery. That is, were their scores on assessments across a variety of domains similar to or perhaps better than those of similar populations of children attending Head Start and Acelero Learning programs in the years before the crisis? This report summarizes the initial results from a study led by MDRC that is examining post-pandemic language, literacy, math, and executive functioning skills for children enrolled in Acelero Learning programs. The study aims to answer two questions: (1) To what extent did 3- and 4-year-old children enrolled in Acelero Learning programs exhibit resilience two years after the start of the pandemic?; and (2) Did children's growth in academic and cognitive skills during this time vary by demographic group, including race and ethnicity, age, gender, and language background? [Funding for this report was provided by Acelero Learning.]
Experiencing Equivalence with Graspable Math: Results from a Middle-School Study
Author: Sawrey, Katharine
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Concepts,Algebra,Mathematics Achievement,Middle School Students

Understanding equivalence is fundamental to STEM disciplines, but many students struggle with the concept. We present a novel method for students to explore ideas of equivalence where students dynamically transform expressions from initial states to goal states in the web-based app Graspable Math. The structure of the goal state activities implies that any initial and goal state pair represent the same quantity (or varying quantity). We propose that for students, the physical experience of moving algebraic objects and observing how the initial state transforms into the goal state helps generalize notation mechanics. In fall of 2019, we will test this supposition in a randomized control trial of 1500 students in which student performance in pre- and post-tests will be compared to an online problem set control. [This paper was published in: &quot;Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,&quot; edited by S. Otten et al., University of Missouri, 2019, pp. 1738-43.]
2020-21 Information Guide for the 4-Year Graduation Rate Cohort
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2022-01-00
Type: Guides - Non-Classroom
Subjects: High School Graduates,Graduation Rate,Withdrawal (Education),Documentation,Cohort Analysis,Transfer Students,Computation,Coding,Dropouts

Florida's high school graduation rate is based on the percentage of students who graduated with a standard diploma within four years of their first full year of enrollment in ninth grade in the state. However, adjustments are made to this cohort over time to: (1) add incoming transfer students based on their grade level and year of entry; (2) remove deceased students; and (3) remove students who withdrew to attend school in another state, private school, or a home-education program. Each student in the resulting adjusted cohort receives a final classification as a graduate, dropout, or nongraduate. This guide provides information on how the cohort is built, adjusting the cohort, how to calculate the graduation rate, student withdrawal codes, district documentation of withdrawal codes, and frequently asked questions about Florida's cohort graduation rates. [For the 2019-20 report, see ED616051.]