ethanporcaro/eric-fulltext-meta huggingface dataset:
Independent Schools in British Columbia. Education Facts
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2018-01-24
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Private Schools,Educational Trends,Enrollment Trends,Adult Students,Out of State Students,Special Needs Students,Second Language Learning,French,Immersion Programs,English Language Learners,Indigenous Populations,Educational Finance,Graduation Rate,Public Schools

This fact sheet reports on independent schools in British Columbia, including enrollment in independent schools, student composition in independent schools compared to public schools, public funding, and graduation rates.
Inclusive Education and Special Needs in British Columbia. Education Facts
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2017-11-01
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Inclusion,Disabilities,Public Schools,Graduation Rate,Specialists,Autism,Pervasive Developmental Disorders,Physical Disabilities,Chronic Illness,Academically Gifted,Mental Disorders,Behavior Problems,Classification,Intellectual Disability,Visual Impairments,Learning Disabilities,Deaf Blind,Special Education Teachers,Teacher Student Ratio

This fact sheet reports on inclusive education and students with special needs in British Columbia, including changes to the composition of students with special needs in public schools, cuts to specialist teaching positions, and graduation rates for students with special needs.
Student Enrolment in British Columbia. Education Facts
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2017-10-19
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Enrollment Trends,Public Schools,Private Schools,Adult Education,Second Language Learning,Foreign Students,Special Needs Students,Adult Basic Education,Tuition,English (Second Language),French,Immersion Programs,Educational Finance,Financial Support,Disabilities

This fact sheet reports on student enrollment in British Columbia, including enrollment in public schools and independent schools, adult student enrollment, student enrollment in language programs, international student enrollment in public schools, and enrollment of students with special needs.
Being Seen, Being Counted: Establishing Expanded Gender and Naming Declarations
Author: Scott, Kai
Date: 2017-06-00
Type: Reports - Research
Subjects: Sexual Identity,Identification (Psychology),College Students,Foreign Countries,Interviews,Focus Groups,Surveys,Student Attitudes,Stakeholders,Language Usage,Naming,Registrars (School),Information Management,Interaction,Student Characteristics,Classification,Indigenous Populations

This report explores how to make educational systems more inclusive and responsive to transgender, non-binary, and Two Spirit (TNB2S) applicants and students. This is achieved through two broad means, namely using systems to: (1) collect and store relevant personal information (including name and pronouns) to inform and support respectful interactions and communications; and (2) compile and apply aggregate gender data to drive strategic and ongoing institutional changes to address the specific needs and interest of TNB2S students across the institution. A total of 109 stakeholders and informants were engaged to shed light on the complex and nuanced factors to support effective decision-making on these matters. They included voices, experiences, and perspectives from TNB2S and cisgender students, Two Spirit members, registrars from British Columbia, Ontario, and the United States, government agencies, and systems providers. Through interviews, focus groups, surveys, and desk-based sources, stakeholders and informants each provided one piece of the puzzle to inform the whole picture. Stakeholders and informants provided insights into how to handle common names (as distinct from legal names) and pronouns for optimized, respectful interactions with TNB2S students in classrooms and across campus. Desk-based research revealed six different options for expanded gender categories. Stakeholders and informants also surfaced 11 key issues for consideration when identifying the costs and benefits of each of the options identified. In order to balance and weight these diverse and sometimes competing objectives, a structured decision-making (SDM) approach was adopted to clearly and transparently demonstrate the recommended option in a manner that can be replicated by others. The report concludes with details to consider when implementing the recommendations to ensure coordination and integration across institutional systems, practices, and facilities. These considerations include staff and faculty training, student information sessions, strong rationale for data collection and definitions of terms (especially uncommon ones), heightened security measures to keep gender data confidential, and the application and reporting of gender data. [The British Columbia Council of Admissions and Transfers (BCCAT) contracted TransFocus Consulting (TFC) for the purposes of conducting research and stakeholder consultation.]
Dual Credit Programs: Exploring Dual Credit Student Transition and Post-Secondary Academic Success
Author: Drover-Davidson, Cindy
Date: 2017-05-00
Type: Reports - Research
Subjects: Foreign Countries,Dual Enrollment,Credits,College Credits,Postsecondary Education,Academic Achievement,School Districts,College School Cooperation,Partnerships in Education,Enrollment,Secondary School Students,School Holding Power,Student Participation,Grades (Scholastic),High School Graduates,Attendance Patterns,Reentry Students,Credentials,Case Studies,School Registration,Intellectual Disciplines,Graduation Rate,Building Trades

This study examined the transition and post-secondary achievement of the dual credit (DC) students in the South Island Partnership (SIP). The SIP is a partnership of Camosun College and five school districts located in the South of Vancouver Island, BC. The SIP DC options include Trades programs, Trades exploration courses, and courses in Arts and Sciences. This study explored SIP DC student enrolment, achievement, and transition over ten academic years from 2005 to 2015. The analysis of student transitions within and beyond the SIP was possible through the use of four datasets: SIP data, Camosun College data, Student Transitions Project (STP) mobility data, and Industry Training Authority (ITA) numbers of student enrolment and achievement. During the ten-year period, 3,583 secondary students participated in the SIP DC options. The SIP grew significantly over ten years: from 80 students in three programs in 2003, to about 1,000 students in over forty different program and course areas in the 2014-2015 academic year. Results suggest high retention rates post-DC at the originating institution. Another finding that could be helpful for enrolment management planning was that DC students typically transitioned to the same post-secondary areas of study that they were involved in for their DC program. For example, 86% of Automotive students who returned to Camosun participated in further Trades education. The report concludes with a number of considerations for doing similar studies at other institutions in the province.
A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity
Author: McIntyre, Nancy S.
Date: 2017-04-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Children,Adolescents,Reading Skills,Symptoms (Individual Disorders),Severity (of Disability),Reading Tests,Statistical Analysis,Diagnostic Tests,Observation

The goal of this study was to identify unique profiles of readers in a sample of 8-16-year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2; Lord et al., 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. [This paper was published in &quot;Journal of Autism and Developmental Disorders&quot; v47 n4 p1086-1101 Apr 2017 (EJ1134072).]
Social Cognition and Reading Comprehension in Children and Adolescents with Autism Spectrum Disorders or Typical Development
Author: McIntyre, Nancy S.
Date: 2018-00-00
Type: Reports - Research
Subjects: Social Cognition,Reading Comprehension,Children,Adolescents,Autism,Pervasive Developmental Disorders,Theory of Mind,Word Recognition,Oral Language,Comparative Analysis,Differences

Background: Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method: 70 children with HFASD and 40 children with TD, aged 9-17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD &amp; HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé's Strange Stories and the Silent Films Task) as predictors. Results: The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions: This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. [This paper was published in &quot;Research in Autism Spectrum Disorders&quot; v54 p9-20 2018.]
A Review of Standardized Testing Practices and Perceptions in Maine
Author: Fairman, Janet
Date: 2018-04-00
Type: Reports - Research
Subjects: Standardized Tests,Educational Assessment,Educational Benefits,Screening Tests,Benchmarking,Progress Monitoring,Diagnostic Tests,Reading Tests,Mathematics Tests,High Stakes Tests,Test Format,Test Preparation,Test Construction,Teacher Attitudes,Administrator Attitudes,Student Evaluation,Testing,Summative Evaluation,Formative Evaluation,Test Use

The Maine Legislature requested the Maine Education Policy Research Institute (MEPRI) to conduct an assessment of standardized testing in Maine schools to understand the amount, cost, and usefulness of it. This report summarizes the resulting effort, which included a literature scan, document analysis, and surveys of two groups of school practitioners (testing administrators and teachers) to analyze the amount of time Maine students spend on testing, the types of tests administered, and whether the results are perceived as useful for school practitioners. The scope of the study did not include viewpoints from policymakers who use test results for accountability purposes, such as superintendents, boards of education, or the Maine Department of Education. [This report was co-published with the Maine Education Policy Research Institute in the School of Education and Human Development at the University of Maine at Orono.]
Decoding and Reading Comprehension: A Test of the Decoding Threshold Hypothesis
Author: Wang, Zuowei
Date: 2018-00-00
Type: Reports - Research
Subjects: Decoding (Reading),Reading Comprehension,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Correlation,Regression (Statistics),Public Schools,School Districts,Grade 10,Reading Skills,Scores,Reading Processes,Age Groups

We report results of two studies examining the relation between decoding and reading comprehension. Based on our analysis of prominent reading theories such as the Simple View of Reading (Gough &amp; Tunmer, 1986), the Lexical Quality Hypothesis (Perfetti &amp; Hart, 2002) and the Self-teaching Hypothesis (Share, 1995), we propose the Decoding Threshold Hypothesis, which posits that the relation between decoding and reading comprehension can only be reliably observed above a certain decoding threshold. In Study 1, the Decoding Threshold Hypothesis was tested in a sample of over 10,000 Grade 5-10 students. Using quantile regression, classification analysis (Receiver Operating Characteristics) and broken-line regression, we found a reliable decoding threshold value below which there was no relation between decoding and reading comprehension, and above which the two measures showed a positive linear relation. Study 2 is a longitudinal analysis of over 30,000 students' reading comprehension growth as a function of their initial decoding status. Results showed that scoring below the decoding threshold was associated with stagnant growth in reading comprehension. We argue that the Decoding Threshold Hypothesis has the potential to explain differences in the prominent reading theories in terms of the role of decoding in reading comprehension in students at Grade 5 and above. Furthermore, the identification of decoding threshold also has implications for reading practice. [This is the in press version of an article to be published in &quot;Journal of Educational Psychology.&quot;]
Education Funding. A Brief to the Select Standing Committee on Finance and Government Services from the British Columbia Teachers&apos; Federation. BCTF Education Funding Brief
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2017-10-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Foreign Countries,Educational Finance,Financial Support,Elementary Secondary Education,Public Education,School Districts,Curriculum Implementation,Canada Natives,Adult Education,English Language Learners,Special Needs Students,Access to Education,Private Schools,Resource Allocation,Government Role,Budgeting,Mentors,Teacher Recruitment,Faculty Development

The British Columbia Teachers' Federation (BCTF) is pleased to have the opportunity to present its views on priorities for the 2018 provincial budget to the Select Standing Committee on Finance and Government Services. The BCTF represents 43,000 members who are teachers and associated professionals in public schools across British Columbia. The BCTF very much anticipates and appreciates a new climate in the relationship between teachers and the provincial government. For the first time in many years, the brief to the Select Standing Committee on Finance and Government Services is focused on recommendations that will improve public education, rather than pleas to not allow the level of services to deteriorate. The nine sections are: (1) Provide Support for Implementing a New Curriculum; (2) Provide Funding for Teaching Resources; (3) Provide the Resources Needed to Support Successful Inclusion; (4) Review and Revise the Education Finance System (5) Accelerate Capital Funding for Building and Seismic Upgrading of Schools; (6) Support the Recruitment, Retention, and Mentorship of Teachers; (7) Expand Adult Education; (8) Eliminate Public Funding for Private Schools; and (9) Track Changes in the Relationship between Funding and Staff and Educational Services. [For the 2016 report, see ED573372.]
Indigenous Educational Pathways: Access, Mobility, and Persistence in the BC Post-Secondary System
Author: McKeown, Stephanie
Date: 2018-02-00
Type: Tests/Questionnaires
Subjects: Foreign Countries,Postsecondary Education,Access to Education,Indigenous Populations,Academic Persistence,Student Mobility,Student Personnel Services,Stakeholders,Barriers,Canada Natives,Racial Bias,Culturally Relevant Education,College Readiness,Poverty,Student Needs,Outreach Programs,College Students,College Admission

Across Canada, systemic barriers have created an environment where Indigenous learners encounter obstacles to accessing and persisting through post-secondary education, resulting in an educational gap between Indigenous and non-Indigenous populations. The federal government has made it a priority to address this gap. This report expands upon existing knowledge of Indigenous student access, mobility, and persistence in British Columbia (BC) in order to develop a deeper understanding of Indigenous educational pathways and to explore the various approaches that institutions within BC are undertaking to advance Indigenous student success. Key stakeholders from each BC public post-secondary institution, and other BC Council on Admissions and Transfer member institutions, were interviewed. Participants included representatives involved in admissions and/or student services and Indigenous programming/services/education. Interview transcripts were analyzed for emerging themes in the areas of access, persistence, and mobility. Additionally, unique programs, services, practices, and policies were identified. In general, results found that there were a variety of programs, services, practices, and policies in place across the participating institutions which supported Indigenous learners in accessing and persisting through their post-secondary studies. However, there was an overall desire by stakeholders for more data and information related to the mobility of Indigenous learners in particular, as well as access and persistence in general. Many of the interviewees felt that Indigenous learners continued to face significant barriers in accessing and persisting in their post-secondary studies.
A Comparative Study of the Effect of Bologna Process on the Italian Higher Education and Czech Higher Education
Author: Liu, Jie
Date: 2018-07-31
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,International Cooperation,Academic Degrees,Student Mobility,College Students,Comparative Education,Study Abroad,Student Exchange Programs,Foreign Students

It's been over 60 years since the very beginning of European integration when European Coal and Steel Community was established in 1951. In terms of developmental stage, European integration has already passed economic integration and political integration. Profound educational integration is the next development goal of European community. As the spill-over effect of European economic and political integration, Bologna Process proposed a promising solution to establishing a European Higher Education Area in the hopes of strengthening integration of higher education across Europe. As stated in the Prague Communiqué, ministers reaffirmed that efforts to promote mobility must be continued to enable students, teachers, researchers and administrative staff to benefit from the richness of the European Higher Education Area including its democratic values, diversity of cultures and languages and the diversity of the higher education system (Prague Communiqué, 2002, p. 1). In the last two decades, it has witnessed that academic exchanges across Europe has increased a lot. Italy, as one of the most developed western European members, is among the first which implemented two-cycle system. Czech Republic, as an emerging member in the Eastern Europe, has also been very supportive of Bologna Process. One of the major targets of Bologna Process is to facilitate students' mobility. This project studies how much effect has Bologna Process exerted on students mobility in the two countries' higher education, and find out the limitation to students mobility that Bologna Process has not solved yet, and then compare the situations of students mobility between the two countries, one representing the west of Europe, the other the east. [This paper was presented at the Education, Society, and Reform Research Conference (EDUSREF 2018) (Ankara, Turkey, 6-7 Apr 2018.)]
The Attitudes of Future Educational Agents to Religious and Cultural Diversity in Education in Catalonia
Author: Vila, Ruth
Date: 2018-07-31
Type: Reports - Research
Subjects: Foreign Countries,Cultural Pluralism,Religious Cultural Groups,Intergroup Relations,Role of Education,Intercultural Communication,Preservice Teachers,Teacher Education Programs,Social Work,Universities,Positive Attitudes,Culturally Relevant Education,Preschool Teachers

The religious diversity in Catalonia is a challenge for the coexistence in the public space and for the education of future educators. This article emphasizes the challenge of religious diversity in the educational context, analyzing which attitudes have the educational agents of the future towards: a) the religious diversity, b) the interreligious and intercultural dialogue, and c) the role of education in the management of this diversity. In order to ask these questions have been conducted a survey study on the framework of the Project AGAUR-2014RELIG00019 named &quot;Attitudes towards religious and cultural diversity in education for intercultural dialogue and interfaith scale&quot;. The population of the study has been the students in Teacher Training in Primary and Early Childhood, Social Education, Social Work and Pedagogy degree of all Catalan Public Universities. The conclusions highlight a) the favorable attitude towards cultural and religious diversity and interreligious dialogue and b) the relevance to the education given by the students, as a key role in the management of religious and cultural diversity. [This paper was presented at the Education, Society, and Reform Research Conference (EDUSREF 2018) (Ankara, Turkey, 6-7 Apr 2018).]
Review and Citation Style in Research Article Introductions: A Comparative Study between National and International English-Medium Journals in Medical Sciences
Author: Arsyad, Safnil
Date: 2018-11-01
Type: Journal Articles
Subjects: Journal Articles,Research Reports,Citations (References),Medicine,English (Second Language),Foreign Countries,Authors,Literature Reviews,Morphemes,Rhetoric

Reviewing and citing literature are essential elements determining the quality of an academic writing such as research articles (RAs); however, it is not easy to review and cite literature especially when writing in a foreign language such as Indonesians writing in English. The purpose of this study is to investigate the review and citation style in English RA introductions published in medical science journals written by Indonesian and international authors. Forty English RA introductions were analysed on the review and citation style and linguistic features such as tenses and citation type. The results show that there are more similarities than differences on the review and citation style and linguistic features of RA introductions in the two different medical journals. However, Indonesian writers in medical sciences should include negative evaluation when reviewing and citing other's work in their English RA introductions to be successful if submitted to an international journal.