ethanporcaro/eric-fulltext-meta huggingface dataset:
2012 BC Education Facts
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Public Schools,Private Schools,School Closing,School District Reorganization,Rural Schools,School Safety,Seismology,Educational Facilities Improvement,Enrollment,Graduation Rate,Educational Finance,Financial Support,Well Being,Academic Achievement,Teacher Student Ratio,Teacher Employment,Gender Differences,State Aid,Tuition,Fund Raising,Taxes,Poverty,Educational Attainment,Educational Benefits,School Libraries,Enrollment Projections,Canada Natives,American Indian Students,English Language Learners,Foreign Students,Special Needs Students,Class Size,Adult Education,Adult Students,Specialists

This report presents facts and figures on British Columbia's education for 2012. It is divided into the following seven sections: (1) Schools, which covers: (a) Number of public schools; (b) Number of independent (private) schools; (c) School closures; (d) Rural schools and students; (e) School-district amalgamation; and (f) School safety: Seismic upgrades; (2) Student Enrolment, which covers: (a) FTE [Full-time equivalent] enrolment (public and independent); (b) FTE Kindergarten enrolment on the increase--public schools; (c) Headcount enrolment (school-age and adult students); (d) Enrolment projections; (e) Aboriginal students; (f) English Language Learning (ELL); (g) International (non-resident) students; (h) Students with special needs; (i) Class size and composition; (j) Distributed Learning (DL) students; and (k) Adult Education students; (3) Graduation Rates, which covers: (a) Six-year completion rate; and (b) 20 to 24 years old; (4) Staffing: Teachers and Administrators, which covers: (a) Student/educator ratios--BC and Canada; (b) Teaching employment decreasing; (c) Full-time and part-time teaching employment--Gender differences; (d) Learning Specialist Teachers; and (e) Teacher/administrator ratios; (5) Education Funding, which covers: (a) Provincial funding; (b) BC falls behind the rest of Canada; (c) Independent (private) schools; (d) International (non-resident) student tuition; (e) School-generated funds; (f) Fundraising for school resources; and (g) Education funding and taxation policy; (6) Economic Well-Being, which covers: (a) Family poverty; (b) Educational attainment and economic well-being; and (c) Overall benefits of public-school education to individuals and society; and (7) Student Achievement, which covers: (a) Benefits of school libraries to student achievement; and (b) How does Canada's education system compare to those in other countries? (Individual sections contain references.) [This paper was compiled by the British Columbia Teachers' Federation (BCTF) Information Services and BCTF Research Department.]
Assessing the Feasibility of a Test Item Bank and Assessment Clearinghouse: Strategies to Measure Technical Skill Attainment of Career and Technical Education Participants
Author: Derner, Seth
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Test Items,State Surveys,Clearinghouses,Item Banks,Vocational Education,Accountability,Validity,Reliability,Measurement,Postsecondary Education,Tests,Secondary Education

This report documents strategies that can be used to initiate development of a technical skill test item bank and/or assessment clearinghouse and quantifies the cost of creating and maintaining such a system. It is intended to inform state administrators on the potential uses and benefits of system participation, test developers on the needs and expectations of secondary and postsecondary educators, and federal policymakers on system capabilities and constraints. This report opens with a review of the rationale for creating a test item bank and assessment clearinghouse and includes a discussion of current state approaches to assessment and the drawbacks associated with existing systems. Section 2 summarizes findings from a survey of state administrators that was used to identify state testing needs and outlines the design criteria researchers will need to address to meet state needs. Sections 3 and 4 draw upon state-identified design components to propose an implementation model for the test item bank and assessment clearinghouse, respectively. Each section closes by identifying a recommended model and the cost estimates associated with its creation. The paper concludes with recommendations for initiating the nationwide development of a test item bank and assessment clearinghouse. Results of State Survey are appended. (Contains 22 tables and 8 footnotes.)
Congruence within the Parent-Teacher Relationship: Associations with Children's Functioning. CYFS Working Paper No. 2012-2
Author: Kim, Elizabeth Moorman
Date: 2012-11-00
Type: Reports - Research
Subjects: Parents,Parent Teacher Cooperation,Family School Relationship,Behavior Problems,Elementary School Students,Young Children,Likert Scales

Meaningful interactions between families and schools benefit multiple facets of children's functioning including their academic, social, and behavioral adjustment. Positive relationships between parents and teachers predict children's enhanced social-emotional functioning and academic adjustment across time. Studies of parent-teacher relationships often focus on the association of child outcomes with separate parent or teacher reports of their relationship quality. Little attention has focused on the congruence of perceptions within parent-teacher dyads. It may be the case that when parents and teachers view their relationship in a similar positive light, better connections or partnerships across the home and school environments result, thereby enhancing children's functioning. Conversely, when parents and teachers hold discrepant views about their relationship, or both view it negatively, they may be less likely to communicate and share goals for children; this disconnect may impede children's functioning. This study examined the degree to which congruity and incongruity in parent and teacher views of their relationship are related to children's academic, social, and behavioral functioning. The study found that teachers' ratings of children's social-emotional functioning, including social skills and behavior, are associated with congruence in parent and teacher views of their relationship. It is possible that teachers' versus parents' perspectives on children's skills are more heavily influenced by the way they regard parent-teacher relationships. Congruence in parents' and teachers' views of their relationship was not related to academic functioning in children. (Contains 2 tables.) [This paper was presented originally by the authors at the 2012 annual meeting of the American  Psychological Association.]
Conjoint Behavioral Consultation and Parent Participation: The Role of Parent-Teacher Relationships. CYFS Working Paper No. 2012-1
Author: Kim, Elizabeth Moorman
Date: 2012-11-00
Type: Reports - Research
Subjects: Behavior Problems,Child Behavior,Problem Solving,Parent Role,Parent Participation,Student Behavior,Parent Teacher Cooperation,Parents,Teachers,Consultation Programs,Conflict Resolution,Elementary School Students

Child behavior problems are a concern for parents and teachers alike and are associated with later academic and behavioral difficulties. Parents' participation in their children's schooling has been shown to help reduce problem behaviors over time. Research indicates that parents are more likely to participate in their children's schooling when parents have high quality relationships with teachers. One intervention aimed at improving children's behavior through enhancing both parents' participation in school and their relationships with teachers is Conjoint Behavioral Consultation (CBC; Sheridan &amp; Kratochwill, 2008). CBC is a strength-based, structured, indirect model of service delivery wherein parents and teachers collaboratively participate in a problem-solving process to promote positive and consistent behavioral outcomes for children. Although it is clear that CBC improves the quality of parent-teacher relationships, the manner in which such relationships shape both &quot;why&quot; and &quot;when&quot; parents participate in children's schooling remains unexplored. The primary goal of this research was to investigate how the quality of parent-teacher relationships may exert an influence on the effect of CBC on parents' participation in problem solving by examining two possible pathways: mediation and moderation. The results of this study revealed that the quality of parent-teacher relationships acted both as a mediator and a moderator of the effects of CBC on parents' participation in problem solving. (Contains 2 figures and 2 tables.) [This paper was presented originally by the authors at the 2010 annual meeting of the American Psychological Association.]
Beyond Activities: Engaging Families in Preschoolers' Language and Literacy Development. CYFS Working Paper No. 2012-7
Author: Sjuts, Tara M.
Date: 2012-11-00
Type: Reports - Research
Subjects: Early Intervention,Response to Intervention,Reading Difficulties,Emergent Literacy,Preschool Children,Beginning Reading,Models,Parents,Parent Participation,Measures (Individuals)

Given the compounding nature of early reading problems, early intervention is critical for preschoolers at risk for reading difficulties. When parents are meaningfully engaged in children's learning, significant gains in social-emotional, behavioral, language, and cognitive skills result. As defined in this paper, parent engagement entails parental practices that support early language and literacy skills. Integrated, systemic interventions across home and school are needed to promote early literacy development. Response to Intervention (RtI) models demonstrate improved reading-related outcomes for elementary children; however, few tiered early literacy preschool models have been studied. Furthermore, tiered models that join families and schools in an integrated, comprehensive approach are lacking. Descriptive and illustrative data from an RtI model focused on early literacy are presented to assess the potential added contribution of innovative tiered family engagement strategies. Data derived from multiple sources suggest that the family engagement approach developed for this RtI model holds promise for promoting children's language and literacy skills and is feasible to implement in preschool settings. Lessons learned through the development process revealed: (1) The family engagement strategies were more feasible and effective for teachers to implement when applied using an intentional and individualized approach; and (2) When focused on the approach to engaging families, rather than simply providing activities, families appeared to be more engaged and children's scores improved. [This paper was presented originally by the authors at the 2012 annual meeting of the American Psychological Association.]
Preliminary Effects of Conjoint Behavioral Consultation in Rural Communities. CYFS Working Paper No. 2012-8
Author: Sheridan, Susan M.
Date: 2012-11-00
Type: Reports - Research
Subjects: Rural Areas,Rural Education,Consultation Programs,Rural Schools,Geographic Isolation,Parent Teacher Cooperation,Consultants,Poverty,Educational Resources,Parent Background,Educational Attainment,Student Needs,Partnerships in Education,Case Studies,Parent Participation,Measures (Individuals),Rating Scales,Parents,Elementary School Students,Elementary School Teachers,Program Effectiveness,Student Behavior,Family School Relationship,Intervention

Families in rural communities are often poorly connected to schools due to challenges associated with geographic isolation, poverty, inexperienced staff, inadequate resources, scheduling challenges, and low parental education. This creates problems with the access, availability, and acceptability of services. Teachers in rural schools often have to extend their responsibilities to meet student's behavioral needs, and report feeling ill-equipped to provide focused services to students with learning and behavior concerns. Parents are essential partners for meeting the needs of students in rural schools; cross-system interventions in rural communities may be particularly beneficial for children, parents, and teachers. &quot;Conjoint behavioral consultation&quot; (CBC; Sheridan &amp; Kratochwill, 2008) may address barriers and create meaningful partnerships between rural parents and teachers. In CBC: (1) Parents and teachers serve as joint consultees; (2) Problems are identified, defined, analyzed, and treated through mutual and collaborative parent-teacher interactions with the assistance of a consultant; and (3) Partnerships are formed, creating opportunities for families and schools to work together around a common interest and build upon strengths of family members and school personnel. The efficacy of CBC in settings where specialized consultation services are sparse (i.e., rural schools), and where students, families and schools are characteristically distinctive, has not been explored. This study investigates the preliminary effects of CBC on decreasing problematic behaviors for rural students at home and school. It also explores unique aspects of individual case studies and discerns elements of the rural experience that may influence CBC implementation and uptake. (Contains 2 figures and 3 tables.) [This paper was presented originally by the authors at the 2012 annual meeting of the American Psychological Association.]
Australian Vocational Education and Training Statistics Pocket Guide, Issued 2012
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Adult Education,Community Education,Vocational Education,Foreign Countries,Expenditures,Operating Expenses,Apprenticeships,Trainees,Statistical Data,Outcomes of Education,Enrollment Rate,Graduates,Educational Finance,Participation,Employer Attitudes,Students,Public Education,Student Educational Objectives

This pocket guide presents statistics about: (1) the public vocational education and training (VET) system, which includes activity undertaken at technical and further education (TAFE) institutes, other government providers, community education providers and publicly funded delivery by private providers; (2) apprentices and trainees, who are undertaking vocational training through a contract of training; (3) the expenditures and revenues of Australia's public VET system; (4) the outcomes of training; (5) students' training intentions; (6) tertiary education and training; (7) young people's participation in education and training; and (8) employers' use and views of Australia's VET system. Highlights include: (1) There were 1.9 million students enrolled in the public VET system in 2011; (2) In 2011, 32.1% of Australians aged between 15 and 19 years participated in VET; (3) As of December 2011, 16.4% of workers aged between 15 and 19 years were employed as an apprentice or trainee; (4) 92.6% of students enrolled to start a VET course in February 2011 intended to complete it; (5) In 2011, 77.4% of graduates were employed approximately six months after their training; and (6) Total operating expenditures in Australia's public VET system were $7900.1 million in 2011. (Contains 53 notes.) [For the 2011 edition of this pocket guide, see ED524654.]
Wyoming Career and Technical Education Policy Analysis
Author: MPR Associates, Inc.
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Educational Policy,Teacher Effectiveness,Articulation (Education),Vocational Education,Classification,Strategic Planning,Delivery Systems,Policy Analysis,School Guidance,Program Implementation,Academic Standards,Curriculum Design,Educational Assessment,Alignment (Education),Teacher Education,Professional Development,Educational Finance,Accountability,State Policy

This policy analysis was produced for the Wyoming Department of Administration and Information by MPR Associates, Inc. Its purpose was to examine federal and state policy related to career and technical education (CTE) to determine whether existing policy (in the form of statutes, rules, regulations, and guidance) could either promote or impede implementation of the May 2007 Wyoming strategic plan for CTE, &quot;New Directions for High School Career and Technical Education in Wyoming.&quot; In general, this analysis found a receptive policy environment for the CTE strategic plan. In fact, current state and federal policy generally contains provisions that would enable implementation of much of the plan or was silent on specific features of the plan. Although there are few statutory or regulatory impediments to implementing the plan, there is no statutory authority for Wyoming to regulate consistent &quot;statewide&quot; implementation. Moving Wyoming CTE toward the vision embodied in the CTE strategic plan will depend on encouraging local initiative. To implement the CTE strategic plan successfully, Wyoming should consider a series of recommendations, offered in this report, focused on five significant policy categories: (1) career pathways or programs of study (PoS), standards, curriculum, and assessment; (2) delivery systems and student guidance; (3) secondary-postsecondary CTE articulation; (4) teacher quality, preparation, professional development; and (5) finance and accountability. Appended are: (1) Policy Provisions Relevant to Implementing the Wyoming Career and Technical Education Strategic Plan; and (2) Wyoming Career Clusters Alignment with Secondary School Course Classification System: School Codes for the Exchange of Data (SCED). (Contains 8 footnotes.)
Working It Out: Community Colleges and the Workforce Investment Act
Author: Visher, Mary G.
Date: 2006-12-00
Type: Reports - Research
Subjects: Stakeholders,Job Training,Community Colleges,Dislocated Workers,Interviews,Labor Market,Federal Government,Federal Legislation,Associate Degrees,Student Educational Objectives,Goal Orientation,Educational Quality,Educational Innovation,State Policy,Educational Change,Educational Policy,Career Readiness

Not since the Depression, when the unemployed flocked to community colleges for training, have community colleges been more squarely in the workforce development spotlight than now. Long recognized for providing affordable access to students seeking associate's degrees or transfer to four-year postsecondary institutions, community colleges have received less attention as providers of occupational skills training for disadvantaged job-seekers or dislocated workers. However, the federal interest in strengthening the role of community colleges in providing high-quality training to meet changing labor market demands has led to some recent initiatives and funding programs. Community colleges are considered essential partners in these programs. As national attention has turned to community colleges as the &quot;engines of workforce development,&quot; the colleges' participation in the nation's federal employment and training system, established by the Workforce Investment Act (WIA) of 1998, has become crucial. The purpose of this project is twofold: to stimulate the thinking of community colleges about how they can better use WIA to further their goals and how WIA can better use community colleges to improve the quality and effectiveness of its programs. The authors began this two-year project by interviewing federal policy makers and representatives of stakeholder groups over a period of six months. They asked respondents to identify key challenges that colleges face in working with WIA, their ideas about how to best tackle those challenges, and examples of colleges that exemplify innovative and effective models of participation in WIA. This report concludes with a summary of the lessons learned, followed by a list of challenges colleges still face. Because solutions to these ongoing challenges are for the most part outside the control of colleges, resolving them may require policy changes on the part of states or the federal government. Recommendations for some of these changes are provided. Stakeholder interviews are appended. (Contains 3 tables and 5 footnotes.) [This report was produced by the Institute for the Study of Family, Work, and Community, a nonprofit affiliate of MPR Associates, Inc.]
Informal Online Learning Practices: Implications for Distance Education
Author: Winterwood, Fawn
Date: 2010-10-00
Type: Journal Articles
Subjects: Ethnography,Popular Culture,Electronic Learning,Distance Education,Synchronous Communication,Videoconferencing,Constructivism (Learning),Informal Education,Qualitative Research,Multiple Literacies,Adolescents,High School Students,Private Schools,Social Environment,Interviews,Computer Mediated Communication,Influence of Technology,Observation,Semi Structured Interviews,Web 2.0 Technologies,Social Networks

This qualitative ethnographic study examines five American teenagers' historical and current digitally-mediated multiliteracy practices within digital popular culture. The participants included three male and two female students of a private high school in the Midwestern United States. The study is framed by the notion that literacy is a socially, culturally, and historically situated discursive construct rather than a purely individualized cognitive endeavor. This social constructivist theory of literacy emphasizes the social conditions necessary to navigate the economic, social, and political worlds of the 21st century. The purpose of the study was to explore the students' multiliteracy practices that they enact through their activities within digital popular culture. Data collection methods included synchronous interviews facilitated by video conferencing tools as well as observation of the participants' online activities and member checks conducted via email and instant messaging. The analytic strategy employed during this study was informed by Clarke's (2005) situational analysis method. The study's findings indicate that literacy practices in which the study participants have engaged through informal learning activities within digital youth culture have had a much greater impact on enabling them to cultivate the multimodal literacies necessary within a postmodern digital era than have their formal educational experiences.
The Relationship between Goal Orientation and Academic Achievement--The Mediation Role of Self Regulated Learning Strategies--A Path Analysis
Author: Barzegar, Majid
Date: 2012-08-00
Type: Reports - Research
Subjects: Academic Achievement,Goal Orientation,Learning Strategies,Psychology,Path Analysis,Motivation,Questionnaires

The purpose of this study is to investigate the mediation role of self regulated learning strategies in relationship between goal orientation and Academic Achievement. The model  comprised achievement goals (mastery, performance-approach and -avoidance goals), study strategies (metacognitive, deep cognitive, surface cognitive and resource management strategies) and academic achievement. Two hundred sixty first-year psychology students cooperated in this study. They were assessed on achievement goal orientations using achievement goals questionnaire devised by Elliot and Church (1997) and self regulated learning strategies using The Motivated Strategies for Learning questionnaire (MSLQ) devised by Pintrich et al. (1991) for analysis of data uses multivariate regression and path analysis methods. The results show positive effects of mastery and performance-approach goals on the use of metacognitive and deep cognitive strategies. Further, performance-approach goals positively affected the use of surface cognitive and resource management strategies. The use of metacognitive and resource management strategies had a positive and the use of surface cognitive strategies had a negative effect on academic achievement. (Contains 1 table and 1 figure.)