ethanporcaro/eric-fulltext-meta huggingface dataset:
Can State-Funded Pre-K Programs Provide DLL/EL Instruction? 50-State Comparison: English Learner Policies
Author: Education Commission of the States
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,Early Childhood Education,State Aid,State Policy,State Regulation

The following information was gathered from state statute and regulation only. The information included here reflects state-funded pre-K programs in which state statute and/or regulation provide detail on instruction specific to English learners or dual-language learners. Based on Education Commission of the States' review, at least nine states specify some degree of instruction specific to English learners or dual-language learners in one or more of their state-funded pre-K programs. [View the full &quot;50-State Comparison: English Learner Policies&quot; here: https://www.ecs.org/50-state-comparison-english-learner-policies.]
Student and Graduate Profiles. 2020 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,College Applicants,College Students,College Graduates,Student Characteristics,Student Attitudes,Apprenticeships,Continuing Education,Educational Indicators

This report shares data relating to Ontario student and graduate profiles in the following areas: (1) College activity; (2) Numbers of Ontario college applicants, students and graduates; (3) Learner demographics and characteristics; (4) Apprentices; (5) Continuing education students; (6) Graduates; (7) Perceptions; and (8) Key performance indicators. Among the highlighted findings are: (1) Each year, more than 500,000 students and clients are served by Ontario's public colleges. Of this group, more than 260,000 are full-time post-secondary students; (2) There were 199,306 distinct applicants for the 2018-19 academic year; (3) Fifty-seven per cent of new fall 2019 entrants to Ontario post-secondary institutions enrolled in a college; (4) In 2018-19, total funded, full-time equivalent (FTE) post-secondary enrolment in the colleges was 217,242 (including funded full-time, part-time and tuition-short programs); (5) More than 85,000 international students were studying at Ontario's colleges in fall 2019; (6) More than 25 per cent of college applicants reported household incomes of less than $30,000 and almost 50 per cent had incomes of less than $60,000; (7) Colleges delivered 83 per cent of new apprenticeship in-school training in 2018-19; (8) Colleges reported more than 100,000 post-secondary graduates in 2017-18; and (9) Eighty-six per cent of graduates in the labour force were working six months after graduation. [For the 2019 report, see ED603109.]
U.S. Department of Education FY 2018 Agency Financial Report
Author: Department of Education (ED), Office of the Chief Financial Officer (OCFO)
Date: 2018-11-15
Type: Reports - Descriptive
Subjects: Educational Finance,State Departments of Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Higher Education,Grants,Equal Education,Educational Change,Student Financial Aid,Federal Aid,Federal Programs,Federal Government,Strategic Planning,Performance,Early Childhood Education,Adult Education,Vocational Education,Postsecondary Education,Educational Improvement,Teacher Effectiveness,School Turnaround,Data Use,College Readiness,Career Readiness,Paying for College,Job Training,Academic Achievement,Student Loan Programs,Incentives,Intervention,Child Development,Civil Rights,Data Collection,Human Capital,Integrity,Income,Budgets,Expenditures,Fringe Benefits,Employees,Operating Expenses,Debt (Financial),Legal Responsibility

The purpose of the United States Department of Education's (the Department) Fiscal Year (FY) 2018 &quot;Agency Financial Report&quot; (AFR) is to inform Congress, the President, other external stakeholders, and the American people on how the Department used the federal resources entrusted to it to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. The Department accomplishes its mission and the related strategic goals and objectives by administering programs that range from preschool education through postdoctoral research; enforcing civil rights laws to provide equal access and treatment; and supporting research that examines ways that states, schools, districts, and postsecondary institutions can improve America's education system. The AFR is designed to focus on use of federal resources provided to or distributed by the Department to support its mission, with a particular emphasis on the challenges ahead. It is divided into four sections. The Management's Discussion and Analysis section provides information about the Department's mission and organizational structure as well as its high-level performance results, financial highlights, and management assurances regarding internal controls. The Financial Section provides a message from the Chief Financial Officer, the financial statements and notes, required supplementary information and supplementary stewardship information, and the report from the independent auditors. The Other Information section provides a message from the Chief Financial Officer, the financial statements and notes, required supplementary information and supplementary stewardship information, and the report from the independent auditors. Finally, the Appendixes section provides a listing of selected Department web links, education resources, and a glossary of acronyms and abbreviations. [For the 2017 Agency Financial Report, see ED607163.]
&quot;They Told Me What I Was before I Could Tell Them What I Was&quot;: Black Girls&apos; Ethnic-Racial Identity Development within Multiple Worlds
Author: Mims, Lauren C.
Date: 2020-00-00
Type: Reports - Research
Subjects: African Americans,Females,Ethnicity,Racial Identification,Racial Bias,Environmental Influences,Peer Influence,Family Influence,Educational Environment,Ethnic Stereotypes,Early Adolescents,Middle School Students,Socialization,Classroom Environment,Bullying,Gender Issues

Current research on ethnic-racial identity (ERI) development among Black youth derives primarily from studies that focus on the impact of parental racial socialization from a racial/monoidentity perspective without accounting for the roles of youth's other worlds (i.e.,schools, classrooms, and peers) and the intersection of their social identities in their identity development experiences. In using Phelan, Davidson, and Cao's Multiple Worlds model as a framework as well as Black girls' own words, we explore the beliefs and attitudes Black girls hold about race and their own racial categorization, as well as the processes that contribute to their learning about race (and racism) during early adolescence. We find that the Black girls in the present study are making meaning of their ERI, in part, in response to stereotypical and biased messages about their identities within their multiple worlds (i.e.,schools, classrooms, families, and peers). The findings support the need for an expanded view of the messages and experiences that influence the ERI development process by illustrating that schools, classrooms, peers, and families are important socializing environments that influence the ERI development process for Black girls. [This is the online version of an article published in &quot;Journal of Adolescent Research.&quot;]
In It Together, 2020: Foundations for Promoting Mental Wellness in Campus Communities
Author: Colleges Ontario (Canada)
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Mental Health,Wellness,College Students,Postsecondary Education,Foreign Countries,Student College Relationship,Access to Health Care,Well Being,Prevention,Holistic Approach,Financial Support,State Aid,Mental Health Programs,Students with Disabilities,Elementary Secondary Education,Transitional Programs

The onset of most mental illness and substance dependency typically occurs during adolescence and early adulthood, which coincides with the very age when the majority of students are first encountering the pressures associated with postsecondary education. An effective and easy-to-navigate mental health-care system for postsecondary students helps foster student success throughout university and college. It ensures access to the life-long tools needed to build resiliency, and to navigate a continuously changing future and rapidly evolving labour market. Significant challenges regarding supporting student mental health spurred the Ontario Undergraduate Student Alliance (OUSA), the College Student Alliance (CSA), the Council of Ontario Universities (COU), and Colleges Ontario (CO) to collaborate once again, jointly putting forward key recommendations and principles to foster a proactive approach in addressing and responding to postsecondary mental health. This report, which is an updated version of a report first submitted to politicians in 2017, continues to call for a 'whole-of-community' approach to strengthening mental health services that includes students, post-secondary institutions, health-care providers, community agencies, government, and others. [This report was co-produced by the Ontario Undergraduate Student Alliance (OUSA) and the College Student Alliance (CSA). For the 2017 report, &quot;In It Together: Taking Action on Student Mental Health,&quot; see ED603074.]
U.S. Department of Education FY 2017 Agency Financial Report
Author: Department of Education (ED), Office of the Chief Financial Officer (OCFO)
Date: 2017-11-13
Type: Reports - Descriptive
Subjects: Educational Finance,State Departments of Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Higher Education,Grants,Equal Education,Educational Change,Student Financial Aid,Federal Aid,Federal Programs,Federal Government,Strategic Planning,Performance,Early Childhood Education,Adult Education,Vocational Education,Postsecondary Education,Educational Improvement,Teacher Effectiveness,School Turnaround,Data Use,College Readiness,Career Readiness,Paying for College,Job Training,Academic Achievement,Student Loan Programs,Incentives,Intervention,Child Development,Civil Rights,Data Collection,Human Capital,Integrity,Income,Budgets,Expenditures,Fringe Benefits,Employees,Operating Expenses,Debt (Financial),Legal Responsibility

The purpose of the United States Department of Education's (the Department) Fiscal Year (FY) 2017 &quot;Agency Financial Report&quot; (AFR) is to inform Congress, the President, other external stakeholders, and the American people on how the Department used the federal resources entrusted to it to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. The Department accomplishes its mission and the related strategic goals and objectives by administering programs that range from preschool education through postdoctoral research; enforcing civil rights laws to provide equal access and treatment; and supporting research that examines ways that states, schools, districts, and postsecondary institutions can improve America's education system. The AFR is designed to focus on use of federal resources provided to or distributed by the Department to support its mission, with a particular emphasis on the challenges ahead. It is made up of four sections. The Management's Discussion and Analysis section provides information about the Department's mission and organizational structure as well as its high-level performance results, financial highlights, and management assurances regarding internal controls. The Financial Section provides a message from the Chief Financial Officer, the financial statements and notes, required supplementary information and supplementary stewardship information, and the report from the independent auditors. The Other Information section provides payment integrity reporting details, a summary of financial statement audit and management assurances, and the Office of Inspector General's Management and Performance Challenges for FY 2018 Executive Summary. Finally, the Appendixes section provides a listing of selected Department web links, education resources, and a glossary of acronyms and abbreviations. [For the 2016 Agency Financial Report, see ED607151.]
K-12: COVID-19 Disruption Must Lead to Overdue Reform. 2020 Solutions Brief. Sustaining Capitalism
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Change,Educational Quality,Educational Policy,School Closing,Economic Impact,Distance Education,Educational Planning,Educational Strategies,Educational Improvement,COVID-19

High quality education is a critical pathway to career success and economic mobility, particularly for students from low-income backgrounds. An education system that invests in children beginning at the earliest ages and supports their development as both citizens and skilled workforce entrants of the future--with both in-demand cutting-edge abilities and knowledge and the tools to continue to upgrade their education and training across the course of their career--is a necessity to ensuring that U.S. employers remain globally competitive and that all Americans share in broad-based and growing prosperity in the 21st century. COVID-19's shocks to business-as-usual have highlighted areas of complacency throughout education and training -- and the entire economy and society. Reform is needed for all Americans to share in growing prosperity, with genuine opportunities for upward mobility to uphold belief in American-style capitalism for generations to come. A return to the prepandemic status quo for K-12 education would represent a lost opportunity to improve the strength of the US workforce, the competitiveness of U.S. businesses, and the economic mobility of many Americans. Instead, policymakers, educators, and business leaders must drive changes that improve the quality of K-12 education to better match the needs of the 21st century.
The Relationship between Parents&apos; Access to Social Capital and Children&apos;s Educational Outcomes in a Global Context
Author: Ding, Yafen
Date: 2020-08-01
Type: Reports - Evaluative
Subjects: Academic Achievement,Achievement Gap,Social Capital,Cross Cultural Studies,Outcomes of Education,Foreign Countries,Socioeconomic Status,Social Differences,Correlation,Parent Child Relationship,Educational Attainment,Institutional Characteristics,College Choice,College Admission,Selective Admission,Elementary Secondary Education,Cultural Context,Cultural Capital,Family Characteristics,Class Size,Language Tests,English (Second Language),Second Language Learning,Second Language Instruction,Parent Background

This piece of research project has demonstrated that there is a gap in educational achievement between parents' access to social capital and children's educational outcomes in a global context by examining England, United States and China specifically. Through examining educational resources, from in-school factors, such as facilities, teacher quality and teacher to student ratio, to out-of-school factors, such as family structure, socioeconomic status, and community values. This research paper evaluates several theories of social capital in the hopes of providing an explanation for why this achievement gap exists.The literature review outlines an analogy between Diamond's (1999) geographic luck theory and the education system in a global context. The review of the literature also examines the relationship between parents' access to socioeconomic background and academic performance across diverse backgrounds. This paper shows the importance of all kinds of resources to academic achievement and how social capital plays a consequential role in the students' educational outcomes.
An Interdisciplinary Research: USTEAM Approach &amp; BWG Assessment in Online Courses
Author: Tuncay, Nazime
Date: 2019-04-11
Type: Speeches/Meeting Papers
Subjects: Art Education,STEM Education,Online Courses,Evaluation Methods,Student Centered Learning,High School Students,Student Attitudes,Teaching Methods,Student Projects,Adolescents,Foreign Countries,Gender Differences,Instructional Effectiveness,Creative Activities,Cooperative Learning

Real life jobs need interdisciplinary skills and educations should be adjusted in a way that students obtain these skills in their education lives. Designing interdisciplinary online courses seems to be unavoidable in educational institutions to have the technological and innovational catch-up in the 21st century. Unique Science, Technology, Engineering, Arts and Math (USTEAM) not only has the intellectual facilities, but helps students to achieve their confidence and encourages them to participate. This paper includes a literature review about the effect of culture on students' academic behaviors as well as statistical results about students' perception and attitude to the USTEAM approach. In the online courses by fostering creativity, collaboration, critical thinking, and communication and applied approach students are encouraged to love and participate in online learning. At the end of 4 months online course period, students' success is measured in three factors with BWG Assessment: Behavioral Success, Work Success and Group Success. IBM SPSS Statistics 25 used for reaching conclusions and for interpreting the data obtained. There were significant differences between males and females. Although some students were aggressive at the beginning toward being a member of STEAM, they were more motivated when they didn't had any competitors and they were expected to produce their Unique projects regardless of what others do! For motivation theorists, the results from this study provide evidence that interdisciplinary cultural influences in courses can be expressed in diverse educational settings. For educators, this study underlines the importance of cooperative and creative USTEAM activities in online courses.
Movable Type Translingual Composition: &quot;Being Multilingual Is Like Having Many Friends&quot;
Author: Martin, Kit
Date: 2020-00-00
Type: Reports - Research
Subjects: Multilingualism,Information Technology,Language Usage,Code Switching (Language),Native Language,Second Language Learning,College Students,Creative Writing,Writing Instruction,Multiple Literacies,Audiences,Learning Activities,Teaching Methods,Writing (Composition),Computer Mediated Communication,Grammar,Computer Software,Intercultural Communication,Workshops,Open Source Technology

Transnational youth use digital media to affiliate with diverse cultural and linguistic practices, as demonstrated through the use of multiple languages and hybrid linguistic codes, media genres and multimodal expressions in the youths' online communication and writing (Black, 2009; Domingo, 2014; Kim, 2016). This study introduces a learning activity, the multimodal writing design &quot;Movable Type.&quot; With &quot;Movable Type,&quot; we investigate how multi-lingual college students use different languages in their composition in the context of 7-week creative writing curriculum, to construct multilingual narratives. The workshop was a constructionist learning activity. We find youth engage with the tool to communicate across multiple audiences.
A Research Study about &quot;Reflections of Technology Enhanced Learning Awareness&quot;
Author: Tuncay, Nazime
Date: 2013-00-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Foreign Countries,Secondary School Students,Knowledge Level,Gender Differences,Parenting Styles,Technology Integration,Teaching Methods,Ownership,Figurative Language

TEL (Technology Enchanted Learning) helps students to take more control over their knowledge and help them to be more motivated, more self-directed, more organised and more strategic. A research study is carried out with 100 lyceum students in North Cyprus to drive information about their TEL awareness and reflect this about the metaphors. The results were on behalf of boys; they were more aware of TEL than girls. Students stated that; their parents do not let them to use technological devices. What is more, they claimed that TEL cannot be used in courses; because their teachers do not use them. Further research studies to find the reasons of students' claims are recommended.
Using Association Rule Mining to Uncover Rarely Occurring Relationships in Two University Online STEM Courses: A Comparative Analysis
Author: Valdiviejas, Hannah
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,STEM Education,College Students,Online Courses,Educational Technology,At Risk Students,Disproportionate Representation,Minority Group Students,Student Characteristics,Research Methodology,Student Behavior,Computer Mediated Communication,Grades (Scholastic),Correlation

Metacognition is a valuable tool for learning, particularly in online settings, due to its role in self-regulation. Being metacognitive is especially crucial for students who face exceptional difficulties in academic settings because it grants them the ability to identify gaps in their knowledge and seek help during difficult courses. Here we investigate metacognition for one such group of students: college students traditionally underrepresented in STEM (UR-STEM) in the context of two online university-level STEM courses. Using an automatic detection tool for metacognitive language, we first analyzed text from discussion forums of the two courses; one as a prototype and another as a replication study. We then used association rule mining to uncover fine-grained relationships in the online educational context between underrepresented STEM student status, online behavior, and self-regulated learning. In some cases, we inverted association rules to find associations for underrepresented minoritized students. Implications of the results for teaching and learning STEM content in the online space are discussed. Finally, we discuss the issue of using association rule mining to analyze commonly occurring patterns amongst an uncommon smaller subset of the data (specifically, underrepresented groups of students). [This paper was published in: &quot;Proceedings of the 13th International Conference on Educational Data Mining (EDM 2020)&quot; (pp. 686-690).]