ethanporcaro/eric-fulltext-meta huggingface dataset:
An Alignment of Bachelor of Early Childhood Education Curriculum per Philippine Professional Standards for Teachers (PPST): Basis for Teacher Quality Framework for ECE Pre-Service Teachers
Author: Almasa, Raquel D.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Early Childhood Education,Bachelors Degrees,Curriculum,Alignment (Education),Standards,Preservice Teachers,Teacher Effectiveness,Pedagogical Content Knowledge,Teaching Skills,Career Readiness,Beginning Teachers,Educational Indicators

This study focused on aligning the Bachelor of Early Childhood Education Curriculum Components per PPST to come up a teacher quality framework for ECE pre-service teachers in the Philippines. Using unpacking of beginning teachers' indicators (BTIs) in PPST and content analysis, distinct competencies were ascertained. A total of eight participants were commissioned as panel of experts to unpack the BTI&quot;s in the PPST. Based on the result of the study, thirteen distinct competencies were identified to be included in the teacher quality framework, namely: a) demonstrate learnedness the content of ECE specifically the holistic development and learning of the children, b) apply teaching strategies that are developmental and play-based in all learning areas to include ICT and mother tongue to facilitate the teaching-learning of the children, c) develop skills in networking and collaboration with relevant stakeholders to improve learning programs practices, d)inculcate the value of respect in diversity in school and whole community, e) display pride and commitment on professional ethics, f) display pride and commitment as early childhood educators, g) set-up a nurturing and inclusive learning environment for children, h) design conducive environment for learning and development, i) implement differentiated and developmentally appropriate practice for diverse children, j) prepare responsive ECE learning programs, k) address learning goals and outcomes by applying systematic use of appropriate assessment tools and methods, l) able to work collaboratively to improve teaching practice, and m) demonstrate understanding on systematic use of appropriate assessment tools and methods. Hence, the teacher quality framework designed for ECE pre-service teachers may be put-upon as practical guide for the Teacher Education Institutions in order to prepare their graduates the beginning competencies needed when they are employed in the field. [For the full proceedings, see ED626375.]
Modeling in Mathematics and History as Teaching and Learning Approaches to Pandemics
Author: Papadopoulou, Maria
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mathematics Instruction,Mathematical Models,Social Responsibility,Interdisciplinary Approach,Kindergarten,Elementary Secondary Education,Pandemics,COVID-19,School Closing,History Instruction,Primary Sources,Prevention,Disease Control,Maps,Communicable Diseases,Instructional Effectiveness,Critical Thinking,Thinking Skills,Skill Development,Student Attitudes,High School Students,Foreign Countries

The integration of innovative interdisciplinary approaches to the ?-12 Curriculum aims to deepen students' knowledge and help them develop transversal skills. Applying an interdisciplinary lens, with a focus on pandemics, can help shape attitudes by means of inculcating the values of responsible global citizenship, and a high sense of personal and social responsibility. In the midst of the current lock-down due to Covid-19, a teaching approach to pandemics is presented, as an interdisciplinary connection between history and mathematics, based on the methodology of modeling in mathematics and the humanities. The main research questions posed: a) can modeling, as analyzed in the scientific literature, be used to interpret pandemics, e.g. in the case of the 'plague of Athens' (430 B.C.), as analyzed in the primary sources? b) Can the mathematical tools of statistical analysis be used to understand prevention measures through the centuries? Taking a longue durée perspective on history, students were asked to work on additional cases of pandemics across time and space, mobilizing both their mathematical and historical knowledge: process numerical data from primary sources, study maps, combine and compare elements of the past and the present using mathematical epidemiological models and real numerical data to study and predict the spread of infectious diseases. This paper presents the assessment of the effectiveness of this approach, conducted by means of closed and open questionnaires, administered in two phases (pre- and post-teaching) to a sample of 40 students aged 16-17 years. The results highlight statistics as a key tool for understanding real-world situations, and record the strengthening of students' knowledge in history, the raising of their critical thinking skills, as well as their enhanced ability to tackle real-world problems and understand responsible decision-making processes. Finally, the paper suggests that such good practices can prepare students for the complexity of globalized knowledge. [For the full proceedings, see ED626375.]
Principles for Education Data Legislation: A Checklist for State Legislators and Staff
Author: Data Quality Campaign (DQC)
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: State Legislation,Data Collection,Data Analysis,Educational Policy,Governance,Financial Support,Privacy,Information Security,Elementary Secondary Education,Higher Education,State Policy

State legislators have the opportunity to create and support legislation that positions data as a tool to help decisionmakers at all levels take action to support student success. This checklist can serve as a guide to crafting legislation that addresses education data. It applies specifically to education data legislation which includes bills that: (1) Govern statewide data collections, reports, or discrete uses of data to meet education and workforce goals; or (2) Create policy conditions to make the collection, reporting, analysis, or use of education data possible.
Toward a Better Measure: Recommendations for State Policy and Education Leaders on Measuring Student Need
Author: Data Quality Campaign (DQC)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: State Policy,Student Needs,Measurement Techniques,Disadvantaged Youth,Educational Policy,Poverty,Student Experience,Models,Data Use

For decades, schools nationwide have collected household income data to identify those eligible for free and reduced-price lunch programs. State leaders have long used this information as a proxy for student economic disadvantage--yet this data is insufficient to understand and address students' needs. Measures based on FRL data lack critical nuance about students' experiences and have become an increasingly inaccurate proxy for families' economic disadvantage. As leaders work to provide students with necessary support and understand the systemic factors that influence poverty, access to opportunities, and individual outcomes, they need the full picture of the challenges that students face. This resource is an exploration of the limitations of current economic disadvantage measures and considerations for leaders to improve measurement approaches as they develop long-term solutions.
Breaking the Mold without Breaking the Bank: A Guide to Transforming the Teaching Job
Author: Education Resource Strategies (ERS)
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Teacher Role,Educational Change,Educational Finance,Budgets,Costs,Class Size,Compensation (Remuneration),Teacher Responsibility,Scheduling,Elementary Secondary Education

Reimagining the teaching job requires redesigning the underlying economic structures of the job with new staffing plans, redistributed schedules, competitive compensation models, and adjusted conceptions of what counts as &quot;learning time.&quot; This document outlines actions that build toward longer-term transformation, rather than short-term solutions. It shows what this transformational change might look like in the context of five different &quot;catalytic entry points,&quot; or starting points for holistically redesigning educator roles. The goal is to demonstrate how leaders can fundamentally restructure teaching roles to improve educators' and students' day-to-day experiences--without spending money and resources on actions that offer only short-term benefits.
COVID and Change-Adjustments Can Higher Education Handle Deep Change? Inside Accreditation
Author: Jackson-Hammond, Cynthia
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Higher Education,Educational Change,Accreditation (Institutions)

The COVID-19 pandemic has dominated news, lives, daily conditions of families, economic social infrastructures, political upheavals, and international relations and has disjointed all norms associated with higher education. Universities of all sizes, demographics, and varying cultural identities or Carnegie classification scramble every day to stay ahead of the fray of an invasive contagion. The pandemic threatens enrollment, brings questions about quality teaching and learning, and has resulted in mental health decline of faculty and students, fluctuating directives from boards, and the ever-present awareness that these conditions will perhaps persist for a year or more. All of these &quot;unpredictables&quot; are frightening for institutions that operate from the lens of consistency and stabilized structures. One such constant in higher education is the assurance of quality in operations and academic programming. There is still a public demand for higher education to provide quality learning and experiences to students who will be the problem solvers and decision makers for the post-COVID era.
Austin Partners in Education Evaluation Report, 2013-2014. Publication Number 13.92
Author: Looby, Karen
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: School Districts,Partnerships in Education,Program Evaluation,Program Implementation,Outcomes of Education,Academic Achievement,Reading Achievement,Mathematics Achievement,College Readiness,Coaching (Performance),High School Students,Middle School Students

In 2013-2014, Austin Partners in Education (APIE) served approximately 2,600 students in AISD schools. This report summarizes APIE's reading, math, and college readiness program outcomes.
Austin Partners in Education (APIE) Annual Evaluation Report, 2014-2015. Publication 14.151 RB
Author: Looby, Karen
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: School Districts,Program Evaluation,Partnerships in Education,Program Effectiveness,Outcomes of Education,Self Concept,College Readiness,Reading Achievement,Mathematics Achievement,Coaching (Performance),Elementary School Students,Middle School Students

This research brief highlights results from the full report (published separately) that summarizes results of the 2014-2015 Austin Partners in Education (APIE) program evaluation. [For the full report, see ED626421.]
Austin Partners in Education Annual Evaluation Report, 2014-2015. Publication 14.142
Author: Austin Independent School District (AISD)
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Partnerships in Education,Program Effectiveness,Outcomes of Education,Self Concept,Learner Engagement,College Readiness,Coaching (Performance),Reading Achievement,Mathematics Achievement,Scores,Elementary School Students,Middle School Students

This report summarizes results of the 2014-2015 Austin Partners in Education (APIE) program evaluation. A separate one-page research brief also was published. [For the research brief, see ED626420.]
District of Columbia Public Schools: School Year 2022-2023. Parental Right to Know Guide
Author: District of Columbia Public Schools
Date: 2023-00-00
Type: Guides - Non-Classroom
Subjects: Public Schools,Parents,Educational Legislation,Elementary Secondary Education,Federal Legislation,Teacher Qualifications,Teacher Certification,Parent Participation,Family Involvement,Homeless People,Childrens Rights,Student Rights,Academic Achievement,Paraprofessional School Personnel,Parent Rights,Student Records,Violence,School Safety,Crime,Victims,English Language Learners,Feedback (Response)

In 2015, President Obama signed the Every Student Succeeds Act (ESSA) into law. The law states that any school that receives Title I funds must inform parents if their child is assigned a teacher for four (4) or more consecutive weeks who has not met applicable state certification or licensure requirements at the grade level and subject area in which they have been assigned to teach. The subjects covered in this guide are: (1) Notice of Non-Discrimination and Non-Retaliation; (2) Teachers and Paraprofessionals; (3) Student Achievement (PARCC Data); (4) Student Records; (5) Unsafe School Choice Option; (6) English Learners (ELs); (7) Notice of Educational Rights for Homeless Children; (8) Title I Programs; (9) Parent and Family Engagement; and (10) Complaint Resolution. [For the 2021-2022 report, see ED617438.]
The State of Public Education in New Orleans, 2022-2023
Author: Tulane University, Cowen Institute
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Public Education,Public Schools,Enrollment,Governance,Accountability,School Districts,School Effectiveness,Postsecondary Education,Educational Trends,Educational Change,COVID-19,Pandemics,School Administration,Administrative Organization,School Demography,Academic Achievement,Graduation Rate,High School Graduates

The Cowen Institute has published the &quot;State of Public Education in New Orleans&quot; (&quot;SPENO&quot;) annually since 2007, with a pause for two years after the March 2020 report because of the COVID-19 pandemic. 2022-2023 has marked a return to a more familiar school environment. This report works to capture some of the changes, accomplishments, setbacks, and gains that have occurred in public education in New Orleans since the start of the pandemic. This report is a snapshot of public education in the current academic year using aggregated data from publicly available sources to inform a wide audience that includes educators, families, and students, as well as policymakers and the general public. Unlike previous years, information on teacher demographics and transportation is not included as there is not updated aggregated data available from the Louisiana Department of Education on these topics. The authors believe that there is value in summarizing data on New Orleans education from publicly available sources and putting that together in one place. They hope this report can be used as a jumping-off point to a deeper exploration of these extremely nuanced subject areas and a resource for open and informed discussions among stakeholders. [Entergy New Orleans provided support for this report. For the previous report, &quot;The State of Public Education in New Orleans, 2019-2020,&quot; see ED607281.]
Speech and Language Program Guidebook, School Year 2021-2022. Version 9.0. Updated
Author: District of Columbia Public Schools
Date: 2021-08-06
Type: Guides - Non-Classroom
Subjects: Speech Language Pathology,Allied Health Personnel,Public Schools,Personnel Policy,Special Education,Classification,Students with Disabilities,Multi Tiered Systems of Support,Intervention,Referral,Eligibility,Speech Evaluation,Speech Therapy,Withdrawal (Education),Professional Development

The purpose of this guidebook is to: (1) Assist Speech-Language Pathology service providers as they support the educational goals of eligible students with disabilities in the District of Columbia Public Schools (DCPS); and (2) Ensure that all Speech-Language Pathologists (SLPs) in the District of Columbia Public Schools (DCPS) operate with the same premises, utilize the same procedures and guidelines, and are uniform in presentation. This guidebook is an internal document written specifically for providers of Speech-Language Pathology. The procedures and best practices in this guidebook are designed to provide optimal school-based interventions as part of a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), following IDEA 2004 while simultaneously maximizing equal access to speech-language pathologists for all of the District of Columbia Public Schools students. In this guidebook, providers will find guidelines, procedures, suggestions, and ideas that should be used daily to guide them in assuring a high level of professional services for all students and invested stakeholders. Implicit within this document is the following core principles: (1) The criteria for eligibility must include both the presence of a composite depressed score and documented impact on the student's access to the academic curriculum; (2) Services should not be instituted until accommodations have been implemented and given a chance to work; (3) The intensity and modalities of interventions should dwindle over time (4) The default delivery service need not be 1:1, unless otherwise required and justified, as applicable, by the clinician; and (5) Discharge from services should be stated at the first IEP meeting as a desirable and celebrated outcome and not a denial of services; discharge may, and should, occur at any time in the process. [For &quot;Speech and Language Program Guidebook, School Year 2020-2021. Updated,&quot; see ED614358.]
The Effects of Conflict Resolution Training Programme on University Students&apos; Conflict Resolution Skills
Author: Akacan, Behiye
Date: 2015-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Training,Outcomes of Education,College Students,Skill Development,Foreign Countries,Measures (Individuals),Group Guidance

In this research, the effect of conflict resolution training program on university students' conflict resolution skills was examined. To form the experiment and control groups, &quot;Conflict Resolution Behavior Determination Scale&quot; was applied to 135 students who are studying at European University of Lefke, Guidance and Psychological Counselling Department and those who got the highest score were selected. The research was conducted with 31 students which 16 of them were in experiment and 15 of them were in control group. The pretest-posttest design with control group was used in the research. Conflict Resolution Behavior Determination Scale which was adapted by Koruklu (1998) was used to gather data. This scale is a self-assessment scale and its application time is approximately 20 minutes. Conflict resolution training was given to 16 students in the experiment group but nothing was done for the students in control group. This training had 9 sessions and each session lasted almost 50 minutes. &quot;t-test&quot; and &quot;two way analysis of variance for repeated measures&quot; were used for the meaning of the difference between groups' points in data analysis. After 1 week completing the conflict resolution training which was given to the experimental group, &quot;Conflict Resolution Behavior Determination Scale&quot; was applied to both groups as posttest. The results showed that the program was effective and the students' who are in control group conflict resolution skills rose as constructive reaction. Findings were discussed in consideration of information in literature.
Teacher Identity and Hierarchy: Narrative Inquiry of Primary Teachers in Nepal&apos;s Public Schools
Author: Subedi, Khim Raj
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Professional Identity,Power Structure,Social Influences,Context Effect,Teaching Conditions,Elementary School Teachers,Public School Teachers,Job Security,Educational Technology,Gender Differences,Social Status,Health

The article explores how Nepalese public schools' traditional hierarchy-dominated educational culture shapes teachers' professional growth and sense of identity. Through the narrative inquiry approach, I explored teachers 'professional identity development using Gee's (2000) identity framework. The data revealed that hierarchy and power relations between the teachers and the social context fundamentally shaped teacher identity development. However, the study further showed that professional hierarchy was not uni-layered, the power was not one-directional, and the domination was not permanent but rather dynamic. Factors like academic qualifications, job status, technological skills, and social status made the hierarchy complex. More interestingly, hierarchical relationships did not always undermine teacher empowerment but confidence in some cases. For example, when a teacher in a marginalized position due to some factors such as poor health condition was viewed as a role model or capable of success despite challenges, they achieved high value from their colleagues.
What Matters in Education: Parents and Guardians&apos; Opinions on K-12 Public Education in New Orleans. Annual Poll Policy Brief No. 1
Author: Tulane University, Cowen Institute
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Public Education,Elementary Secondary Education,Parent Attitudes,Caregiver Attitudes,Public Opinion,Public Schools,Private Schools,Home Schooling,Educational Trends,Charter Schools,Admission (School),Educational Quality,Superintendents

The Cowen Institute has conducted annual polls on perceptions of public education in New Orleans since 2007. These polls are designed to provide a snapshot about how parents, guardians, and the general public view New Orleans' highly decentralized K-12 public education system. Each year, the Cowen Institute asks some new questions about the most relevant and pressing issues facing educators and families. They also carry over questions from previous polls to assess how opinions change over time on a few key topics. Beginning last year, the Cowen Institute began releasing the poll findings in a series of briefs. Prior to 2021, they had presented the complete findings for a given year in a single comprehensive report. They made the change to make the data more accessible and digestible for the general public -- the briefs allow to group findings by topic, enabling to surface trends about particular areas of the city's education system. This is the first of two briefs they will release on their poll this year. This brief covers general perceptions about New Orleans K-12 public education; the second brief (ED626431) will delve more deeply into specific areas of education. To capture the experiences and attitudes of a wide range of parents, as they have done since 2020, the Cowen Institute polled 1,000 public and private school parents and guardians in Orleans Parish, as well as a small number who homeschool their children.