ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Our Impact: Education Services Australia Strategic Plan, 2021-2023
Author: Education Services Australia Limited
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Equal Education,Academic Achievement,Elementary Secondary Education,Foreign Countries,Educational Technology,Leadership Role,Outcomes of Education,Educational Improvement,Teacher Effectiveness,Decision Making,Educational Objectives,Governance,Educational Quality,Goal Orientation,Access to Education,Nonprofit Organizations,Technology Uses in Education,Partnerships in Education,Information Management,Money Management,Educational Change

Achieving educational excellence in Australian schools requires strategic initiatives that provide every Australian student in every school with the opportunity to reach their potential. As Australian education's national, cross-sector education technology provider, Education Services Australia (ESA) has the relationships, capability and track record to take a leadership position in driving initiatives that achieve this goal. ESA's 2021-2023 strategic objective is to enhance their positive impact on the lives and learning of young Australians by contributing to improved student outcomes, enhanced teacher impact and stronger school communities. Their strategy guides their decisions and provides clear direction to the company. Over the next three years, ESA will focus on five interrelated strategic pillars that are enabled by three core capabilities and built on their shared values. After a discussion of opportunities, objectives, and strategy, this report discusses each of the strategic pillars and core capabilities. [For &quot;Enhancing Our Impact: Education Services Australia Strategic Plan, 2018-2020,&quot; see ED619610.]
Summer Programs 2020: Securing Opportunities for Academic Recovery (SOAR), an Analysis of Participation and Usage. Evaluation Matters. Volume 9, Number 3
Author: Miami-Dade County Public Schools, Office of Assessment, Research, and Data Analysis (ARDA)
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Summer Programs,Summer Schools,COVID-19,Pandemics,School Closing,Program Implementation,Achievement Gap,Reading Programs,Repetition,Required Courses,Extended School Year,Individualized Education Programs,Student Participation,Elementary School Students,Middle School Students,High School Students

This report examines the implementation of the Securing Opportunities for Academic Recovery (SOAR) program that operated during the summer of 2020 at 31 schools. The program was designed to mitigate academic deficits that resulted from the shutdown of schools due to the Coronavirus pandemic. SOAR was implemented in two phases: Recovery and Regain. The Recovery Phase (Summer Term A, June 9 through July 10, 2020) targeted students who needed to &quot;recover&quot; content they may have missed, to close achievement gaps of skills that are foundational for future academic success, or to provide support for English language learners and Special Education students. Recovery was comprised of four initiatives: (1) Summer Reading Camps; (2) Credit Recovery; (3) Unengaged Learners; and (4) Extended School Year Services. The Regain Phase (Summer Term B, July 11 through August 10, 2020) targeted grade 9 Algebra students and grade 10 English Language Arts students who did not get the opportunity to take the state assessments required for graduation. Across all the components that operated in the elementary and secondary schools, fewer than 60% of students completed their studies. Among those who completed their studies, attendance was significantly better at the Summer Reading Camps but worse at Credit Recovery than was seen during Summer 2019.
Can Dialogic Discourse Enhance Student Active Participation?
Author: Saglam, Yilmaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Student Participation,Lesson Plans,Teacher Collaboration,Intervention,Faculty Development,Teacher Student Relationship,Reaction Time,Discourse Analysis,Video Technology,Elementary School Teachers,Classroom Communication,Teaching Methods

Purpose: This study aimed to investigate contribution of a professional development program committed to providing quality training to support dialogic talk to student active participation. Indicators of active participation, in the context of this study, were the speaking duration of the teacher compared to student, the number of different ideas of the students emerging in the classroom milieu, the number of students answering per question asked by the teacher, and the rate of students' personal answers for the questions asked by the teacher. Design/Methodology/Approach: In recruiting teachers, gathering, and analyzing data, the educational design-based research (DBR) method was adopted. A total of seventeen teachers volunteered and participated in a four-week course program. The program involved theoretical and practical information about authoritative and dialogic talk. After the program had been completed, the teachers worked in pairs, designed lesson plans, and implemented the plans in their classrooms. Teachers' pre- and post-intervention practices were videotaped and then transcribed. Findings: A total of four teachers being able to successfully implement the dialogical discourse in their classrooms were selected for analysis and the findings are reported in the present study. The descriptive analysis showed that dialogical discourse generally contributed a significant increase in student talk ratio, number of student responses, new ideas, and students' personal responses. Highlights: Dialogical discourse-based education has reduced the speaking time of teachers. It contributed to the emergence of different ideas in the classroom. It increased students' active participation in the lesson and their individual response rates.
Pre-Service Teachers&apos; Opinions on the Problems of Refugee-Asylum-Seeking Children
Author: Yurdakal, Ibrahim Halil
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Refugees,At Risk Students,Student Needs,Language Proficiency,Communication Skills,Barriers,Student Adjustment,Foreign Countries,Elementary Secondary Education,War

In this study, it is aimed to determine the views of undergraduate teacher candidates on the concepts of refugee and asylum seeker and the problems these children experience. In the study carried out with the qualitative method, the case pattern was used. The sample of the study consists of 18 teacher candidates determined by the criterion sampling method. While determining the sample, pre-service teachers were asked to know concepts such as refugees and asylum seekers, and in this context, students who took or already took the &quot;inclusive language teaching&quot; course were included in the sample. Data were collected with an open-ended question form and the questionnaire consists of 5 questions. After the data was transferred to the computer environment, codes were created with the help of another researcher and the themes were reached by bringing together similar codes. The data of the research were collected from teacher candidates by face-to-face application. When we look at the findings of the research, it is seen that the candidates generally know why refugees and asylum seekers have to migrate from their countries, and they have a good grasp of the problems experienced in the migration process and in the country, they come from. Participants stated that language and communication problems were especially effective on children and this situation would cause problems in participating in education and adapting to society. The candidates, who offered constructive suggestions on the subject, stated that especially refugees and asylum seekers should return to their countries after a certain period of time and that the problems experienced in their countries should be solved and a welfare environment should be created during this period.
Transforming Education to Unlock Lifelong Opportunity and Success for Each and Every Child. Annual Report 2020
Author: ExcelinEd
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Access to Computers,Disadvantaged,Achievement Gap,Educational Policy,Educational Opportunities,Access to Education,COVID-19,Pandemics,Elementary Secondary Education,Emergent Literacy,Public Schools,Charter Schools,College Readiness,Career Readiness,Educational Finance,Accountability,Scholarships,School Choice,Private Education,21st Century Skills,Educational Environment

To innovate for the future and improve equity, while also protecting foundational and proven principles that support high-quality education, ExcelinEd is committing to 5 goals over 5 years to impact 5 million students. Those goals hold the key to impactful and far-reaching changes in education, with the power to transform schools, students' lives, communities and America's future. ExcelinEd's work is laser-focused to bridge the digital divide; close learning gaps; empower families with opportunity; strengthen pathways to college and career; and reimagine learning. The pages of this report capture the policy solutions and progress toward that vision. [For the 2019 report, see ED619667.]
Edgenuity Distance Learning: An Analysis of Participation, Usage, and Impact, 4th Grading Period 2019-2020. Evaluation Matters. Volume 10, Number 3
Author: Miami-Dade County Public Schools, Office of Assessment, Research, and Data Analysis (ARDA)
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Secondary School Students,Electronic Learning,Blended Learning,Online Courses,Video Technology,Supplementary Education,Academic Achievement,Outcomes of Education,Language Arts,Mathematics Achievement,Science Achievement,Social Sciences,Program Effectiveness

This report examines the outcomes of the Edgenuity application suites, which were widely adopted as an adjunct to virtual instruction during the shutdown of schools (fourth grading period of the 2019-20 school year) due to the Coronavirus pandemic. Edgenuity is a customizable standards-aligned video-based curriculum for middle and high school blended learning environments, which allows students to monitor their own progress while completing lessons, assessments, and interactive activities. The courses use audio, video, and text content along with different types of assignments including writing assignments and projects. Its curricular programs align with state standards and provide for secondary instruction and credit recovery in the form of either a standalone (credit bearing) or supplemental (non-credit bearing) basis. Students access the curriculum via the internet through their computer or tablet and begin the program with a pre-test followed by lecture-style lessons. Significant positive dose response was seen for middle-grade students in 84% of the English Language Arts courses/grade combinations, 53.8% of those in Mathematics, 45.5% in Science, and 38.5% in Social Science. An increase in usage of 25-35 minutes per week was generally associated with an increase of around a one-quarter to one-third of a letter grade in the middle of the grading scale. Further analysis indicated the program's benefits tended to be equally effective across all initial ability levels. The middle school students in the Cambridge and International Baccalaureate courses were least likely to have been impacted by completing Edgenuity modules, and those in the standard education and intensive courses were most consistently positively impacted.
Concordance Study of the Senior Exit Survey, 2019: The Effect of Student Characteristics, Achievement, and Postsecondary Plans on College Attendance. Evaluation Matters. Volume 10, Number 4
Author: Miami-Dade County Public Schools, Office of Assessment, Research, and Data Analysis (ARDA)
Date: 2020-09-00
Type: Reports - Research
Subjects: High School Seniors,Student Characteristics,Grade 12,Academic Achievement,Student Educational Objectives,College Attendance,Influences,Student Surveys,Models,Predictive Validity,Public Schools

This report examines the extent to which student characteristics, achievement, and postsecondary plans can predict the likelihood of college attendance. The report compares students' self-reported plans in Spring 2019 with subsequent college attendance through the 2019-2020 school year. The postsecondary plans used in this report are obtained from the Senior Exit Survey, administered annually to all graduating high school students, which explores seniors' postsecondary plans, including the credentials they plan to earn as well as the institutions they plan to attend, and the fields of study they choose to pursue. The three-fold purpose of this report is to: (1) establish the validity of the Senior Exit Survey by determining the degree to which seniors' reported postsecondary plans are predictive of college attendance, separately and in combination with student characteristics/achievement; (2) estimate the impact of individual factors on college attendance; and (3) determine the likelihood that a given senior will attend college given their postsecondary plan, achievement, and characteristics.
Upskilling New England: Bridging the Gaps between Educators and Employers
Author: New England Board of Higher Education (NEBHE)
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Labor Force Development,Adult Education,Industrial Training,Credentials,Academic Degrees,School Business Relationship,Higher Education,State Policy,Delivery Systems

The United States is experiencing dramatic shifts in the skills required of incumbent workers and new hires. While the recent low unemployment rate was generally good news, it also exacerbated a persistent skill shortage in the region's labor force that has been consistently reported by many employers. A McKinsey Global Survey indicates that executives increasingly see investing in retraining and &quot;upskilling&quot; existing workers as an urgent business priority to overcome the labor force skills gap. In September 2019, with support from Strada Education Network, the New England Board of Higher Education (NEBHE) convened a meeting of higher education, industry and policy leaders and subject matter experts in New England to identify best practices and strategies for improving access to--and completion of--upskilling programs in New England. Their keen insights combined with new consumer insights data from Strada Education Network on adults' perceived need for additional education, yielded a number of key recommendations as to how New England can expand and improve successful upskilling programs and policies. This paper seeks to build buy-in for these recommendations by providing a scan of the region's readiness to adapt, collaborate and act to increase access to and completion of upskilling opportunities, including the acquisition of value-added credentials. This white paper argues that all unemployed, underemployed and employed people in New England need access to affordable, industry-validated, marketable upskilling opportunities that operate on collaboration between employers and education providers and yield stackable, transferable credentials and lead to family-sustaining wages ($65,000 in New England).
Exploring Feasibility and Fit: Peer-Mediated Interventions for High School Students with Autism Spectrum Disorders
Author: Carter, Erik W.
Date: 2019-00-00
Type: Reports - Research
Subjects: High School Students,Autism,Pervasive Developmental Disorders,Students with Disabilities,Peer Influence,Social Networks,Adolescents,Student Characteristics,Intervention,Program Effectiveness,High School Teachers,Teacher Attitudes,Adjustment (to Environment),Behavior Rating Scales

Although peer-mediated interventions can provide effective pathways for enhancing the social outcomes of students with autism spectrum disorders (ASD), their application within secondary schools has been fairly limited. In this exploratory study, we examined the implementation of peer support arrangements and peer networks for 102 adolescents with ASD attending 15 public high schools. Our focus was on the characteristics of students selected to receive these two interventions, the fidelity with which each was implemented, and the views of participating educators on the social validity of both. Educators involved a wide range of students with ASD in these interventions, delivered each with varied levels of fidelity, and considered both approaches to be acceptable and feasible. We highlight some of the complexities associated with delivering these social-focused interventions in high school settings and offer recommendations for future research and practice. [This paper was published in &quot;School Psychology Review&quot; v48 n2 p157-169 2019 (EJ1218779).]
Education Directory 1953-1954
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1954-00-00
Type: Historical Materials
Subjects: Directories,State Departments of Education,Public Agencies,Federal Government,Administrators,Libraries,Administrative Organization,Public Schools,Counties,School Districts,Urban Areas,Geographic Location,Religious Schools,Higher Education,Enrollment,State Colleges,Classification,Professional Associations,International Organizations,Elementary Secondary Education

Part 1 of the 1953-54 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school systems by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, state education associations; foundations, religious education associations, and international education associations.
Education Directory 1954-1955
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1955-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Boards of Education,Public Officials,Welfare Services,Health Services,Library Personnel,Tribally Controlled Education,Administrative Organization,Public Schools,Religious Schools,Higher Education,Elementary Secondary Education,Enrollment,Organizations (Groups),Professional Associations

Part 1 of the 1954-55 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school systems by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, state education associations; foundations, religious education associations, and international education associations.
Education Directory 1955-1956
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1956-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Boards of Education,Public Officials,Welfare Services,Health Services,Library Personnel,Tribally Controlled Education,Administrative Organization,Public Schools,Religious Schools,Higher Education,Elementary Secondary Education,Enrollment,Organizations (Groups),Professional Associations

Part 1 of the 1955-56 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school systems by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, state education associations; foundations, religious education associations, and international education associations.
Education Directory 1956-1957
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1957-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Boards of Education,Public Officials,Welfare Services,Health Services,Library Personnel,Tribally Controlled Education,Administrative Organization,Public Schools,Religious Schools,Higher Education,Elementary Secondary Education,Enrollment,Organizations (Groups),Professional Associations

Part 1 of the 1956-57 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of public school systems by state, as well as Catholic parochial schools and Lutheran parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, state education associations, foundations; religious organizations; and international education associations.