ethanporcaro/eric-fulltext-meta huggingface dataset:
Characteristics and Performance of High School Equivalency Exam Takers in New Jersey. Study Snapshot. REL 2021-107
Author: Regional Educational Laboratory Mid-Atlantic (ED/IES)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: High School Equivalency Programs,Grade 8,Public Schools,Individual Characteristics,Standardized Tests,Low Income Students,Socioeconomic Influences,Racial Differences,Ethnicity,Minority Group Students,College Readiness,Career Readiness,Counties,Scores,African Americans,Hispanic Americans,Whites,Asian Americans,Educational Attainment,English Language Learners,Special Education,Gender Differences,Intellectual Disciplines

Since 2014 New Jersey has offered three exams to demonstrate high school equivalency (HSE): the GED, the High School Equivalency Test (HiSET), and the Test Assessing Secondary Completion (TASC). The New Jersey Department of Education wants to know the characteristics of exam takers, whether passing rates vary across HSE exams, and how a recent change in passing thresholds for the GED and the HiSET changed passing rates. This Study Snapshot highlights key findings from a study that examines HSE exam takers who were grade 8 students in a New Jersey public school between 2008/09 and 2013/14 and attempted at least one HSE exam in New Jersey between 2014 and 2018. [For the full report, see ED614645. For the appendixes, see ED614678.]
Characteristics and Performance of High School Equivalency Exam Takers in New Jersey. Appendixes. REL 2021-107
Author: Regional Educational Laboratory Mid-Atlantic (ED/IES)
Date: 2021-08-00
Type: Reports - Research
Subjects: High School Equivalency Programs,Grade 8,Public Schools,Individual Characteristics,Standardized Tests,Low Income Students,Socioeconomic Influences,Racial Differences,Ethnicity,Minority Group Students,College Readiness,Career Readiness,Counties,Scores,African Americans,Hispanic Americans,Whites,Asian Americans,Educational Attainment,English Language Learners,Special Education,Gender Differences,Intellectual Disciplines

Since 2014 the New Jersey Department of Education has offered three high school equivalency (HSE) exams for nongraduates seeking credentials: the GED, the High School Equivalency Test (HiSET), and the Test Assessing Secondary Completion (TASC). The &quot;Characteristics and Performance of High School Equivalency Exam Takers in New Jersey&quot; study used data on exam takers who had been grade 8 students in a New Jersey public school between 2008/09 and 2013/14 and who had attempted at least one HSE exam in New Jersey between March 2014 and December 2018. It analyzed how the characteristics of exam takers differ across exams and from the characteristics of non--exam takers, how the performance of exam takers with similar backgrounds varies, and how a recent reduction in the passing threshold for two of the exams affected passing rates. This document presents the following two appendixes that accompany the study: (1) Methods; and (2) Supporting analysis. [For the full report, see ED614645. For the Study Snapshot, see ED614677.]
Is There an Enabling Statute, Regulation or Executive Order? 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,State Government,State Legislation,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows whether there is an enabling statute, regulation, or executive order for each state. The name of the early care and education entity is provided for each applicable state. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
What Year Was the Entity Created? 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows what year the early care and education governance entity was created for each state, if applicable. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
What Are the Primary Responsibilities of the Entity? 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,Responsibility,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows what the primary responsibilities of the early care and education entities are for each state. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
What Is the Entity&apos;s Category of Oversight? 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,Accountability,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows the category of oversight for each of the early care and education governance entities. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
What Is the Name of the Entity? 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point lists the state's entity that is the primary agency or office that oversees several early care and education functions, programs, and services. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
How Are Members Appointed or Selected? 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,Government Employees,Governmental Structure,State Government,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows how members are appointed or selected to each state's advisory entity. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
Who Does the Entity Advise? 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows who the entity advises in each state. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
About the Advisory Entity. 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point provides additional information regarding the advisory entities. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
Are There Any Advisory Entities? What Is the Name of the Advisory Entity? 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows if there is an advisory entity for each state, and if there is, the name of the advisory entity is provided. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
Is the Advisory Entity Defined in Statute, Regulation or Executive Order? 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,State Government,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows if the advisory entity for each state is defined in statute, regulation, or executive order. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
Does the State Have Dedicated Capacity in the Governor&apos;s Office or an Agency Focused on Supporting Coordination among Early Care and Education Components? 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,State Government,State Boards of Education,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows if each state has dedicated capacity in the governor's office or an agency focused on supporting coordination among early care and education components. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
Early Care and Education Offices: Name of the Primary Oversight Entity (Parent Agency or Organization), Name of the Specfic Division, Office or Unit, Website. 50-State Comparison: Early Care and Education Governance
Author: Education Commission of the States
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Child Care,Governance,State Policy,Educational Policy,Advisory Committees,Governmental Structure,State Government,State Boards of Education,State Agencies

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows the states' primary entities and the specific divisions, offices, and units that oversee early care and education programs and services. [View the full &quot;50-State Comparison: Early Care and Education Governance&quot; here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]
The Effects of Language Learning Strategies Instruction Based on Learning Styles on Reading Comprehension
Author: Uysal, Nazan Müge
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Reading Strategies,Reading Comprehension,Cognitive Style,Learning Strategies,College Bound Students,Notetaking,Documentation,Program Effectiveness

This article aims to reveal the results of an experimental study aiming to identify the effects of language learning strategies instruction (LLSI henceforth) based on learning styles on reading comprehension of EFL learners at the preparatory school of a state university in Turkey. 52 preparatory school students were given strategy instruction based on learning styles throughout an entire learning level (5 weeks) to help improve their reading comprehension ability. For that purpose, two cognitive learning strategies, namely note-taking and summarizing, were taught to learners. At the beginning of the study, students' learning styles were identified using The Kolb Learning Style Inventory (Version 3.1, Kolb &amp; Kolb, 2005b). The reading course that incorporated strategy instruction included teaching and practicing note-taking and summarizing strategies which match with identified learning styles. To help maximize the benefit of strategy instruction based on learning styles, the 4MAT Model (McCarthy, 1990) which includes four basic quadrants, each representing a learning style, was used for planning classes and learning activities. The effects of LLSI based on learning styles were analyzed through a pretest- posttest design. In order to assess to what extent reading strategies instruction based on learning styles increased students' comprehension of reading texts in the experiment group, paired sample t-test was used. On the other hand, the differences between the experiment and the control group were examined using independent sample t-test. The results showed that there was a statistically significant difference between the post test results of the experiment and the control groups and LLSI was effective in terms of improving students' reading ability and increasing their comprehension of reading texts.
Enriching Program Evaluation through Insiders&apos; Opinions: An American University Graduate Program
Author: Tezel, Kadir Vefa
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Evaluation,Educational Quality,College Faculty,Graduate Students,Evaluation Methods,Teacher Attitudes,Student Attitudes,Program Attitudes,Data Collection,Questionnaires,Masters Programs

Assessing the quality of education is a vital stipulation for all graduate programs that aim to secure and bolster their current rank among similar programs. Program evaluation is usually carried out by parties not directly related to a program. In other words, outsiders evaluate programs. Insiders who have first-hand experiences and impressions formed on those experiences are typically excluded from the evaluation process. Inclusion of the perspectives of insiders into the gathered data in program evaluation, however, would certainly add depth and enrich reports produced at the end of program evaluation studies. Another important point is the limitation of traditional curriculum evaluation studies due to the fact that they do only one of the four types of evaluations that exist in the literature. Including the views of insiders in the evaluation process and choosing a data collection tool that will enable multiple types of evaluation to be done in a single effort will also contribute to a more comprehensive assessment of graduate programs. In order to carry out such a program evaluation, this study conducted an evaluation based on the impressions of insiders about the aspects related to the quality of education provided in an American university graduate program. The participants were all faculty members and students in the program. The results showed that both groups expressed positive opinions about the majority of the dimensions directly related to the quality of the education provided in the program. It was also determined that there were areas that were not primarily related to the quality of education which needed improvement, but that most of those areas would become areas of high satisfaction with little effort.
Pedagogical Practices by Primary Teachers at Basic Level: An Ethnographic Study
Author: Subedi, Khim Raj
Date: 2019-01-00
Type: Journal Articles
Subjects: Teaching Methods,Schools of Education,Elementary School Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Language of Instruction,Educational Change,Educational Policy,Ethnography,Teacher Attitudes,Public Schools,Required Courses,Constructivism (Learning),Foreign Countries

This small scale ethnographic study is carried out in a public school of Kaski district in order to explore pedagogical practices from the perspectives of primary teachers as a course requirement of M Phil in Education Studies from Graduate School of Education, Tribhuvan University. Interview with three primary teachers was taken along with classroom observation. Data are analyzed qualitatively based on interview transcription, classroom observation record and researcher's field note. The study explored pedagogical practices in two broad global themes (1) shifting from traditional to constructivist teaching, (2) multiple school transition and curriculum. This article argue that primary teachers are in self-transition from traditional teaching to constructivist approach which is remarkable paradigm shifting on primary teachers' understanding of pedagogical practices. Similarly, multiple school transition and hangover of English as Medium of Instruction are major policy related challenges in order to renovate the existing teaching practices at primary level.
Freedom to Achieve: Pathways and Practices for Economic Advancement after Incarceration
Author: Murphy, Lucretia
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Institutionalized Persons,Correctional Institutions,Labor Force Development,Equal Opportunities (Jobs),Employment Qualifications,Career Development,Experiential Learning,At Risk Persons,Economic Development,Personnel Selection,Barriers,Racial Differences,Ethnicity,Disproportionate Representation,Gender Differences,Educational Attainment,Age Differences,Unemployment,Racial Bias,Job Training,Apprenticeships,Criminals

Hiring people who have served prison sentences has never been a priority in the United States. For men and women who were once incarcerated, finding any job is difficult; finding a sustainable, family-supporting job is nearly impossible. Today the country is at a critical crossroads on this issue, and it's time for change. As the nation works in earnest toward an equitable economic recovery and focuses on preparing people for the jobs of the post-pandemic world, action must be taken to ensure the reentry population is positioned for employment. This report argues that the nation must match the breadth and scale of the investments that support U.S. systems of incarceration by investing in a comprehensive and scalable approach to workforce development that connects returning citizens with jobs and equips them for long-term careers. [This report was supported by the Justice and Mobility Fund.]
The Effects of Using Blended Learning in Teaching and Learning English: A Review of Literature
Author: Hashemi, Aminuddin
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Language Skills,Teaching Methods,Reading Skills,Writing Skills,Speech Skills,Listening Skills

Blended learning has recently been considered a hot topic in education, especially for teachers and students to employ for the enhancement of the English language throughout the world. Therefore, the current paper yields to the related literature of the blended learning effects in teaching and learning the English language. Various related literature has been reviewed to find out the effects of blended learning on the four integrated skills of the English language such as reading, writing, speaking, and listening skills. Hence, the outcome of the reviewed literature present that there are effects of using blended learning in teaching and learning the English language. Blended learning affects each of the integrated skill of the English language positively and it is suggested that using blended learning as one of the 21st-century skills need to be taken into consideration for the teaching and learning the English language in the future. [This article was presented at the International Conference on Science and Education (IConSE), October 29-November 1, 2020, Antalya/Turkey.]