ethanporcaro/eric-fulltext-meta huggingface dataset:
What Works for Latino Students in Higher Education: 2018 Compendium--Examples of iExcelencia!
Author: Excelencia in Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: College Students,Hispanic American Students,Best Practices,Academic Achievement,Evidence Based Practice,College Programs,Program Effectiveness,Higher Education,Associate Degrees,Bachelors Degrees,Graduate Study,Outcomes of Education,Educational Improvement,English Language Learners,Second Language Learning,Dual Enrollment,Learner Engagement,STEM Education,Nursing Education,Partnerships in Education,Medical Research,Cancer,Leadership Training,Achievement Gap,School Holding Power,Student Recruitment,Graduation Rate,Graduation,Tutoring,College Preparation,Success

What works to increase success for Latinos in colleges and universities? Since 2005, Examples of Excelencia has been the only national effort to recognize evidence-based practices that accelerate Latino student success in higher education. Through this process, &quot;Excelencia&quot; recognizes programs in three different academic levels as well as community-based efforts. Programs are recognized in four categories: Associate, Baccalaureate, Graduate, and Community-Based Organizations. Through this review process we identify various practices across the country that work for Latino students. This compendium reflects our 2018 submission process which includes 21 finalists, 20 Programs to Watch and seven Honorable Mentions. In 2018, we received 139 total nominations from 27 states, DC, and Puerto Rico. Of nominated programs that submitted profiles, 21 total finalists were selected. Each year our finalists are reviewed by an external selection committee. This year members of our nine-person committee represented organizations such as the Lumina Foundation, ACT, and Association of American Colleges and Universities (AAC&amp;U). Our selection committee reviewed each of the 21 profiles and selected four Examples of Excelencia, one in each of our categories. [For the 2017 edition of this report, see ED590484.]
Building on a Strong Foundation: Linking CBE with Innovations in Developmental Education Redesign. Next-Generation CBE
Author: Anderson, Nate
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Educational Innovation,Developmental Studies Programs,Program Design,College Students,College Readiness,Academic Persistence,Community Colleges,Acceleration (Education),Educational Benefits,Alignment (Education),Remedial Instruction

Jobs for the Future (JFF) is leading an effort to explore how competency-based education (CBE) can be adapted to meet the needs of underprepared adult learners, in order to help members of this large and economically vulnerable group earn college credentials and advance in the U.S. workforce. With support from the ECMC Foundation, JFF is reaching out to national experts, policymakers, and practitioners to help identify key issues that can frame a national conversation about expanding and strengthening CBE for students who have been historically underrepresented in higher education. This series of papers, &quot;Next-Generation CBE: Designing Competency-based Education for Underprepared College Learners,&quot; zeros in on a practical, but complex, question: What specific design elements and policy changes are needed to realize the potential of CBE for the nation's underprepared college students? This series recommends specific features likely to help more students master college-ready skills, persist in their postsecondary studies, and complete credentials. The goal is to encourage colleges to begin experimenting with CBE as a potential means to better serve students who qualify for enrollment in developmental education courses. This brief focuses on establishing which developmental education redesign model makes the most sense to use to pilot CBE strategies. The rest of the series will address intake and placement, curriculum, assessment, instruction, and support services.
The Investigation of the Relationship between Physical Education and Sports Teacher Candidates&apos; Communication Skills and Their Teacher Self-Efficacy Perceptions
Author: Özdemir, Nurgül
Date: 2018-03-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Preservice Teachers,Communication Skills,Self Efficacy,Foreign Countries,Correlation

The aim of this study was to investigate the relationship between physical education and sports teacher candidates' communication skills and their teacher selfefficacy perceptions. The research is a descriptive study in relational screening model. In the research, Communication Skills Assessment Scale (CSAS) developed by Korkut (1996) and Teacher Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) and adapted into Turkish language by Çapa, Çakiroglu and Sarikaya (2005) were used as the data collection tools. The data of the research was collected from 245 students studying at Ege University, Faculty of Sport Sciences and Dokuz Eylül University, School of Sport Sciences and Technology. The data was analyzed using SPSS 21.00 statistical package program. In the analysis of the data, descriptive statistics, independent groups t-test, One-way ANOVA, correlation and regression statistical techniques were used. As a result of the research, it was revealed that there was a moderate level positive relationship between teacher candidates' teacher self-efficacy perceptions and their communication skills and that communication skill was a significant predictor of teacher self-efficacy perception. Furthermore, it was observed in the research that teacher self-efficacy perceptions of teacher candidates significantly differed according to grade and sports age.
Development of the Rubric Self-Efficacy Scale = Dereceli Puanlama Anahtarina Yönelik Öz-Yeterlilik Ölçeginin Gelistirilmesi
Author: Günes, Perihan
Date: 2018-01-00
Type: Journal Articles
Subjects: Self Efficacy,Self Concept Measures,Scoring Rubrics,Elementary School Teachers,Middle School Teachers,High School Teachers,Test Reliability,Test Validity,Factor Structure,Foreign Countries

The purpose of this study is to develop a valid and reliable measurement tool determining teachers' self-efficacy regarding rubrics. Especially in educational environments, rubrics are measurement tools used in the assessment phase of student products usually based on higher-order thinking skills. Determination of teachers' self-efficacy regarding rubrics can give researchers an idea on how often and how accurately teachers use such tools. For this reason, the existence of a tool accurately measuring self-efficacy variable is necessary. This study's sample consists of 641 elementary, middle and high school teachers. To determine teachers' self-efficacy levels regarding rubrics, 47-item draft was developed. As a result of validity and reliability analyzes, a 28-item measurement tool with a four-factor structure was obtained. The total scale's and sub-factors' internal consistency is quite high. Using this scale, researchers can examine the relationships between teachers' self-efficacy and various variables that play an important role in education. In addition, comparative studies on the intended use of rubrics can be conducted by determining teachers' self-efficacy levels regarding rubrics.
A Learner-Centered Design Method for Educational Technology
Author: Pillai, Sarita
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Student Centered Learning,Instructional Design,Educational Technology,Middle School Students,STEM Education,Curriculum Development,Cognitive Style

Since 2003, Education Development Center, Inc. (EDC) has implemented projects that work directly with middle-school aged youth from underserved populations to develop digital resources aimed at encouraging young people to pursue science, technology, engineering, and mathematics (STEM) education and careers. It is through this work that EDC has developed and implemented a powerful, youth-centered, participatory research and design method for the design of educational technologies. This paper aims to share EDC's learnings from developing and implementing this method including addressing issues of trust between youth and adult team members, appropriately acknowledging youth contributions, balancing the roles of mentors and adult design partners, and making dynamic curriculum adjustments based on participants' learning styles and skill levels.
The Annual Condition of Iowa&apos;s Community Colleges, 2018
Author: Doe, Heather
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment Trends,Full Time Students,Student Characteristics,Online Courses,Dual Enrollment,Enrollment Projections,Two Year College Students,High School Students,Vocational Education,Adult Literacy,College Credits,Educational Finance,Student Financial Aid,Adult Education,Job Skills,Economic Development,Apprenticeships,Success,Fees,Tuition,Human Resources,Accountability,College Admission,Graduation Rate,Student Diversity,College Readiness,Career Readiness,Governance,Workplace Learning,Noncredit Courses,College Transfer Students,State Programs,Federal Programs,Partnerships in Education,Racial Differences,Ethnicity,Gender Differences

Since 1998, the Iowa Department of Education's Division of Community Colleges and Workforce Preparation (Division) has compiled and published &quot;The Annual Condition of Iowa's Community Colleges,&quot; commonly known as the &quot;Condition Report.&quot; The intent of this report is to provide clear, objective data about Iowa's community colleges for policymakers, governing bodies, and other community college stakeholders. This year's &quot;Condition Report&quot; contains seven sections designed to tell a cohesive story about the programs and services offered by Iowa's 15 community colleges. These sections focus on the following broad themes: (1) The role and history of Iowa's community colleges; (2) Programs that serve diverse student populations and meet Iowa's workforce needs; (3) Academic Year 2017-18 (AY17-18) enrollment; (4) Student success and institutional performance; (5) College costs and affordability; (6) Community programs and services; and (7) Operational systems and infrastructure. [The following were contributing authors to this report: Vladimir Bassis, Joe Collins, Kelli Diemer, Lisa Gard, Alex Harris, Pradeep Kotamraju, Dan Li, Paula Nissen, Chris Russell, Jayne Smith, Eric St. Clair, and Amy Vybiral. For the 2017 report, see ED583844.]
How Cities Can Compete for Great School Leaders
Author: Education Cities
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Urban Schools,Public Schools,Recruitment,Competition,Talent Development,School Administration,Administrators,Labor Turnover,Talent Identification

Cities compete in nearly every sector. They compete to attract jobs. They compete to attract highly skilled workers. They even compete to attract sports teams. When evaluating new markets, employers and job seekers have common priorities: vibrant cultural scenes, affordable and quality housing, and strong public schools. Cities should compete then, too, for the school leader and founder talent they need to fuel a successful school system. But they don't. Most cities struggle to help students achieve at high levels and find the talent needed to drive school success. In most cases, they rely on traditional university based training programs and a few newer talent pipeline programs, like Teach For America and New Leaders, to source their future school leader talent. For this paper, two researchers and recruitment experts, Christina Legg Greenberg and Julie Petersen, helped interview more than 20 nonprofit, city, education, private sector and recruitment leaders, and review the research on proven strategies to identify, recruit and retain leaders in the public and private sectors. The research, in addition to other supplemental publications, are available at the end of this paper in the form of a recommended reading list. The findings were that cities and city-based organizations working to improve public education could do much, much more to compete in the effort to attract and retain great school leaders. If the success of cities is tied to the success of their public schools, if great schools anchor great communities, and if graduates of great schools drive economic development, then we believe that our members, and other city-based leaders, need to take a page out of the private sector's playbook and recognize the true value of great school leaders. Cities that take the time to track down these leaders -- and marshal resources to meet their unique needs and desires -- will be rewarded with the strong public schools their communities so desperately need. [&quot;How Cities Can Compete for Great School Leaders&quot; was written with contributions from Christina Legg Greenberg and Julie Petersen.]
Adult Education and Literacy: Coordinator Handbook. Program Year 2019-2020
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Adult Education,Adult Literacy,Secondary Education,Adult Basic Education,Job Skills,Quality of Life,Self Esteem,State Programs,Federal Legislation,Educational Methods,Accountability,Educational Finance,Costs,Professional Development,Leadership,Family Literacy,English (Second Language),Federal Aid,State Aid,Workplace Learning,Grants,Labor Force Development,Labor Legislation

Adult education and literacy has never been more valued in Iowa than it is now. Adult Education and Literacy (AEL) empowers individuals to become self-sufficient by providing the basic skills and knowledge necessary to complete a secondary education credential and helps them meet their education and career goals. Nationally, AEL programs serve 1.5 million adults who are no longer in school and who lack basic literacy and math skills, English language acquisition, and/or a high school diploma or a recognized equivalent. Participants come to adult education to leave public assistance, to qualify for employment, to help their children with homework, to become more involved in their communities, and to achieve citizenship skills. The &quot;Adult Education and Literacy Coordinator Handbook&quot; (Handbook) is a one of several resources that AEL Providers (Providers), Partners, and other stakeholders can use to understand the structure, policies, procedures, and best practices in adult education. The Iowa Department of Education recognizes that Iowa families face multiple responsibilities as they address their children's educational needs, as well as their own. Iowa's adult education and literacy programs build skills for success by providing adults with the opportunity to acquire and to improve functional skills necessary to enhance the quality of their lives as workers, family members, and citizens. These services play an important role in fostering productive employment, effective citizenship, personal and family growth, self-esteem, and dignity for adult learners. The purpose of this handbook is to provide program leaders with the information they need to be successful in helping adults master the skills they need to compete and to build careers and better futures for themselves, their families, and their communities. [For the previous handbook &quot;Adult Education and Literacy: Coordinator Handbook. Program Year 2018,&quot; see ED588900.]
529 Education Savings Plans: Federal Action and State Policy Trends. Policy Brief
Author: Mann, Sharmila
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Investment,Taxes,Federal State Relationship,State Policy,Educational Finance,Federal Legislation,State Legislation

This Policy Brief provides a detailed look at 529 education savings plans -- investment accounts with tax advantages -- including a breakdown of maximum annual dollar amounts and state tax deductions allowed, state responses to the Tax Cuts and Jobs Act, information on legislation in 2018 that changes eligible expenses allowed under 529 plans and a list of questions for state policymakers to consider when identifying the types of data they wish to collect on their existing 529 plans.
Sustaining Success: High Performing Government Schools in London
Author: McAleavy, Tony
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Public Schools,Urban Schools,Educational Improvement,Outcomes of Education,Educational Quality,Educational Change,Success,Teacher Recruitment,Teacher Persistence,School Effectiveness,Leadership Effectiveness,Academic Achievement,Transformational Leadership,Intervention,Student Diversity,Ethnic Groups,Educational Innovation,Information Utilization,Change Strategies

London schools continue to constitute an extraordinary &quot;success story.&quot; By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well. In 2014, the authors sought to document and provisionally explain the London transformation, &quot;School improvement in London: A Global Perspective.&quot; Since then, much has happened in England including some important changes to the way that school performance is measured. This report looks at the performance of London schools using the new performance measures and asks the question: Are London schools still doing well and outperforming the rest of England? The answer is an emphatic &quot;yes.&quot; In the summer of 2018, the authors talked to 11 expert witnesses with different perspectives about the London story. Their majority view was that there had indeed been a radical change in school quality in the first decade of the century and this had been sustained in the second decade of the century. The explanatory factors for London's continuing success that they identified included: success in recruiting and retaining great teachers, highly effective school leadership, and the impact of well-designed school improvement interventions. This investigation confirms that the London government school system continues to perform well. While in many other countries urban schools and students from immigrant backgrounds underperform, the multi-ethnic population of London schools outperform students in the rest of England. In the authors' view the credit for this should be given both to the students and to the education professionals who provide an environment where the students can thrive. While every school system is unique there is much that policymakers from around the world can learn from the way London schools have built and sustained success. [For &quot;School Improvement in London: A Global Perspective,&quot; see ED565743.]
The Hispanic-White Wage Gap Has Remained Wide and Relatively Steady: Examining Hispanic-White Gaps in Wages, Unemployment, Labor Force Participation, and Education by Gender, Immigrant Status, and Other Subpopulations
Author: Mora, Marie T.
Date: 2018-07-02
Type: Reports - Research
Subjects: Hispanic Americans,Ethnicity,Gender Differences,Labor Market,Economic Factors,Unemployment,Employment Level,Mexican Americans,Puerto Ricans,Cubans,Educational Attainment,Wages,Whites,Immigrants,Generational Differences

Hispanics now represent 18.1 percent of the U.S. population, making their labor market outcomes an important economic policy issue. A central question for researchers and policymakers is whether the labor market conditions of Hispanics have improved, stayed the same, or deteriorated in recent decades. To help answer this question, this report looks at changes in a number of key indicators of labor market health. First the authors track changes in the unemployment and labor force participation rates for the Hispanic population overall and then by gender and by Hispanic national origin (specifically Mexican American, Puerto Rican, and Cuban American), comparing these rates with overall U.S. unemployment and labor force participation rates by gender to see if there are significant gaps in these labor market measures. They also measure gaps in educational attainment. Then, in the bulk of the report, they look at earnings gaps (specifically, hourly wage gaps) between Hispanic workers and non-Hispanic white men (&quot;white men&quot;). They track these gaps by gender overall, by the subpopulations cited above, and by education level, immigrant status (U.S.-born vs. foreign-born), and immigrant generation (first-, second-, or third-generation and beyond). The examination generally begins in 1979 because that marks the start of the ongoing trend of growing wage inequality and ends in 2016 or 2017 (the last data year available). However, to accommodate data availability and generate large enough sample sizes, some discussions begin in 1980, 1988, or 1994.
Building the Foundational Skills Needed for Success in Work at the Human-Technology Frontier
Author: Malyn-Smith, Joyce
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Information Technology,Technological Advancement,Futures (of Society),Innovation,Cooperation,Work Environment,Labor Force Development,Equal Education,Ethics,Economic Factors,Psychology,Social Cognition,Career Choice,Social Theories,Self Concept,Professional Identity,Educational Experience,STEM Education,Skill Development,Technological Literacy,Program Descriptions,After School Programs,Elementary Secondary Education

The proliferation of new technologies has changed the way we live, learn, and work. The vision of the future includes a new machine age, where various technologies (sensors, communication, computation, and intelligence) will be embedded around, on, and in us; where humans will shape technology and technology will shape human interaction; and where technologies and humans will collaborate to discover and innovate. Without question, the U.S. workforce will need a new set of skills and competencies to succeed in the future work environments on this Frontier--which feels like it grows closer with each new technological advance--and to move our society forward as a global leader in the 21st century. To ensure the workforce is future-ready, our society will need to address existing challenges related to education for workforce development, economics, equity, and ethics. As our society works to understand and identify strategies to overcome these complex and interrelated challenges, two theories--the Psychology of Working Theory (PWT) and Social Cognitive Career Theory (SCCT) -- can help us understand and attend to the following key factors in cultivating a future-ready workforce: (1) The importance of work to society; (2) why work is critical to human identity; (3) how youth develop their work identities; and (4) why we should be concerned about making sure that there is decent work for everyone. Both the PWT and SCCT theories argue that because career development is an iterative process that begins early and is nurtured through both in- and out-of school experiences, we need to start supporting STEM workforce development long before youth reach the undergraduate level. Drawing upon these theories, this paper explores the potential to build on the National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) program's successful use of a &quot;helix&quot; approach, which blends career and content learning to help young people master the foundational skills they will need for work success at the Human-Technology Frontier. [Additional support for this report was provided by the STEM Learning and Research Center (STELAR) and Boston College.]