ethanporcaro/eric-fulltext-meta huggingface dataset:
The Sharing Perspectives Foundation: A Case Study in Blended Mobility
Author: Millner, Sophie C.
Date: 2020-11-23
Type: Reports - Research
Subjects: International Educational Exchange,Blended Learning,Electronic Learning,Foreign Countries,College Students,Citizenship Education,Learning Activities,Program Effectiveness,Skill Development

This case study explores the Sharing Perspectives Foundation's (SPF) blended mobility course: &quot;Europe on the Edge,&quot; which included a 10-week Virtual Exchange (VE) followed by a 1-week physical mobility held in Brussels. Engaging 131 students from 30 different nationalities and partnering with 10 European universities, this 2015 intercultural exchange aimed to give students from diverse backgrounds the space to completely rethink what it meant to be a citizen in contemporary Europe. The 1-week event in Brussels at the end of the course for a selected group of 15 students created an opportunity for physical mobility and makes this an interesting case study for analysing the value of blended mobility. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Finding a Way Forward: Young People&apos;s Experiences Navigating the World of Work
Author: Flanagan, Sean K.
Date: 2020-00-00
Type: Reports - Research
Subjects: Youth Employment,Minority Groups,Immigrants,Economically Disadvantaged,Working Class,Career Development,Career Readiness,Social Capital,Social Networks,Family Work Relationship,Young Adults,Adolescents

&quot;Finding a Way Forward: Young People's Experiences Navigating the World of Work&quot; presents findings from a new qualitative study that explores specific questions about work and careers from the perspectives of 65 young adult participants in five career pathways programs across the country. Grounded in the key components of the YES Project's Ready, Connected, Supported framework, this report provides a glimpse into young people's perceptions of their career journeys amidst today's changing employment landscape--specifically those young people who represent groups often excluded from policy conversations: young people of color, those whose families have immigrated to the United States in search of new opportunities, and those from economically disadvantaged and working-class backgrounds. By elevating young people's perspectives, this report aims to expand understanding of the most important components of early career development in ways that can inform youth-centered research, policy, and practice. [For the executive summary, see ED610279. This report summarizes findings from a qualitative research study that explicitly examined the YES Project's Ready, Connected, Supported framework. For that report, &quot;Ready, Connected, Supported: A Framework for Youth Workforce Development and the YES Project,&quot; see ED606354.]
Task-Enhanced Virtual Exchange between University of Sfax, Tunisia, and Hacettepe University, Turkey
Author: Moalla, Asma
Date: 2020-11-23
Type: Reports - Research
Subjects: Foreign Countries,International Educational Exchange,Electronic Learning,Student Projects,English (Second Language),College Second Language Programs,College Students,Intercultural Communication,Group Activities,Student Evaluation,Student Attitudes,Program Effectiveness

This chapter presents a case study of an online task-enhanced Virtual Exchange (VE) project that involved 19 English students at Hacettepe University, Turkey, and 19 students of English at Sfax University, Tunisia. The objective behind the VE was to provide students with opportunities for intercultural and interactional development through the performance of collaborative intercultural tasks. At the end of the project, students' performances were assessed and graded, and the project was evaluated by Tunisian students, by means of narratives. The case study concludes with recommendations to be taken into consideration for future VE projects. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Finding a Way Forward: Young People&apos;s Experiences Navigating the World of Work. Executive Summary
Author: Flanagan, Sean K.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Youth Employment,Minority Groups,Immigrants,Economically Disadvantaged,Working Class,Career Development,Career Readiness,Social Capital,Social Networks,Family Work Relationship,Young Adults,Adolescents

This is the executive summary for the report, &quot;Finding a Way Forward: Young People's Experiences Navigating the World of Work.&quot; It presents findings from a new qualitative study that explores specific questions about work and careers from the perspectives of 65 young adult participants in five career pathways programs across the country. This qualitative report provides a glimpse into their perceptions of their career journeys amidst today's changing employment landscape. [For the full report, see ED610277.]
NCSL Occupational Licensing Consortium Case Study Report: Indiana Case Study Update
Author: Rege, Gauri
Date: 2020-12-00
Type: Reports - Research
Subjects: Certification,State Legislation,Nurses,Emergency Medical Technicians,Immunization Programs,COVID-19,Pandemics,Interstate Programs,Occupational Mobility,Labor Needs

Indiana's state grant application for participation in the Occupational Licensing Policy Learning Consortium identified increasing portability of licensure for targeted professionals as an area of focus. The 2019 Indiana General Assembly passed the Enhanced Nurse Licensing Compact (eNLC) legislation, which went into effect July 1, 2019. The eNLC allows Registered Nurses (RNs) and Licensed Practice Nurses (LPNs)/Vocational Nurses (VNs) to have one multistate license, with the privilege to practice in their home state and other eNLC member states without obtaining additional licenses. The Recognition of EMS Personnel Licensure Interstate CompAct (REPLICA) is a multistate compact that allows Emergency Medical Services (EMS) professionals to move and work across state lines. In 2019, REPLICA legislation was introduced in Indiana. At the time, the bill did not receive substantial support from the rescue and emergency services community. Knowing the bill was unlikely to pass without their support, the bill was not read in committee. However, introduced by Senator Ed Charbonneau, the 2020 Indiana General Assembly successfully passed REPLICA legislation. This case study focuses on the process and challenges that Indiana faced when passing the eNLC and REPLICA legislation and on the lessons learned. Key findings include: (1) eNLC succeeded because of widespread and carefully cultivated support; (2) For REPLICA, the focus on a high-priority need and buy-in from key stakeholders was critical to successfully passing the compact legislation; and (3) participating in eNLC and REPLICA strengthens Indiana's ability to address the approaching need for vaccinators due to COVID-19. [For the original report (2019), see ED602442.]
Promoting Career Readiness in Alabama High Schools. ACT Research &amp; Policy. Research Report
Author: Conway, Jeffrey
Date: 2020-11-00
Type: Reports - Research
Subjects: Career Readiness,High School Students,Teaching Methods,School Surveys,Student Motivation,Achievement Tests,Test Preparation,Educational Practices,Certification,Dual Enrollment,School Business Officials,Job Skills,Personnel Selection,Career Exploration,Scores,Occupational Tests,Program Descriptions

This study highlights the importance of clear communication in fostering career readiness. Students exhibit higher motivation on achievement tests when they understand the value of an assessment and are able to familiarize themselves with the exam prior to testing. Increased communication regarding the work requirements of local employers can further contribute to career readiness. A short survey was sent to Alabama high schools with greater-than-expected ACT® WorkKeys® performance with the goal of identifying effective practices for promoting career readiness. Six of the 10 schools contacted responded to the survey. All respondents integrate career readiness into their regular curricula, whether through co-op programs, dual-credit initiatives, or certification programs. All responding schools use WorkKeys-specific test preparation materials and set aside class time for students to engage with those materials. Many of the responding schools have relationships with businesses in their communities and communicate hiring requirements from these businesses to their students. These relationships are additionally fostered through career fairs. The hope is that these schools can provide insights to other high schools in Alabama on increasing their WorkKeys scores.
Exploring Foreign Entrepreneurial Ecosystems through Virtual Exchange
Author: Cheikhrouhou, Nadia
Date: 2020-11-23
Type: Reports - Research
Subjects: Foreign Countries,International Educational Exchange,Electronic Learning,Business Administration Education,Entrepreneurship,College Students,Instructional Design,Group Activities,Student Evaluation,Program Effectiveness

This case study reports a Virtual Exchange (VE) between students at Cracow University of Economics (Poland) enrolled in business courses and students from the High Institute of Technological Studies of Béja (Tunisia) enrolled in an entrepreneurship course. The main aim of the project was to enhance students' awareness of similarities and differences between the Polish and the Tunisian entrepreneurial ecosystems. The goals also included improving language skills, Information and Communication Technology (ICT) literacy, teamwork, and increasing their self-confidence. The chapter describes the schedule of the project, tasks that students accomplished, and the technological and communication tools that were used. Finally, the study includes conclusions and suggestions for future initiatives. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Small Class Size Has at Best a Small Effect on Academic Achievement. Plain Language Summary
Author: White, Howard
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Small Classes,Academic Achievement,Educational Policy,Elementary Secondary Education,Literature Reviews

Reducing class size is seen as a way of improving student performance. But larger class sizes help control education budgets. The evidence suggests at best a small effect on reading achievement. There is a negative, but statistically insignificant, effect on mathematics, so it cannot be ruled out that some children may be adversely affected. This 2-page document highlights key components of the Campbell systematic review, &quot;Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools.&quot; The review examines the impact of class size on academic achievement. It summarises findings from 148 reports from 41 countries. Ten studies were included in the meta-analysis. Findings indicated there is some evidence to suggest that there is an effect of reducing class size on reading achievement, although the effect is very small. There is no significant effect on mathematics achievement, though the average is negative meaning a possible adverse impact on some students cannot be ruled out. [This summary was prepared by the Campbell Collaboration Education Coordinating Group (ECG). For the full report, &quot;Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review. Campbell Systematic Reviews 2018:10,&quot; see ED592857.]
Over Diagnosed or Over Looked? The Effect of Age at Time of School Entry on Students Receiving Special Education Services. EdWorkingPaper No. 20-259
Author: Shapiro, Anna
Date: 2020-07-00
Type: Reports - Research
Subjects: School Entrance Age,Special Education,Disproportionate Representation,Attention Deficit Hyperactivity Disorder,Student Characteristics,Age Differences,School Demography,Disability Identification,Students with Disabilities,Kindergarten,Elementary School Students,Middle School Students,Gender Differences,Racial Differences,Socioeconomic Status,School Districts

Much of the literature estimating disproportionality in special education identification rates has focused on socioeconomic status, race, and gender. However, recent evidence suggests that a student's school starting age also impacts the likelihood they receive special education services, particularly in the early grades. I build on the evidence that the youngest students in a grade more likely to be diagnosed with Attention Deficit/Hyperactivity Disorder and more likely to be placed in special education by estimating the effect of school starting age on special education identification in Michigan. I also estimate heterogeneity in this effect by student characteristics and across school districts. Using a regression discontinuity design exploiting variation in kindergarten starting age generated by a statewide kindergarten entrance age policy, I find that the youngest students in a kindergarten cohort are 40% more likely (3.3 percentage points, p&lt;0.001) to be placed in special education than are the oldest students, and that this effect persists through eighth grade. Despite little evidence of heterogeneity by gender, race, or socioeconomic status, I find some suggestive evidence that the effect is particularly large for white boys in the early elementary grades and for black girls in the later elementary grades. I find no evidence that these effects vary across school districts. Finally, I find exploratory evidence of variation by school cohort age composition, suggesting these effects are driven moreso by relative age comparisons than absolute age developmental differences. Given the importance of special education services to the academic success of children with disabilities, these findings have implications for schools and for policymakers seeking to improve special education program provision.
Four Principles to Make Advanced Data Analytics Work for Children and Families
Author: Annie E. Casey Foundation
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Data Analysis,Public Policy,Family Programs,Social Problems,Ethics,Guidelines,Family (Sociological Unit),Evidence,Empowerment,Accountability,Youth,Children,Resilience (Psychology),Law Enforcement,Housing,Insurance,Risk,Higher Education,Employment Opportunities,Data Collection,Student Transportation

Advances in data science and computing power are rapidly shifting the opportunities available to citizens, changing how systems interact with almost every aspect of our lives: as students, job seekers, patients, citizens and consumers. This report presents the Annie E. Casey Foundation's point of view on the use of advanced analytics in social programs and policy, based on an exploration of the promise and consequences of advanced analytics for youth, families and communities. It also outlines a set of principles that distinguish between the useful, acceptable and harmful applications of new tools. Developed through broad consultation with data scientists, civil rights groups, public leaders and family advocates convened by the Foundation, as well as extensive consultation with Foundation staff and leadership, these principles represent points of agreement between those who are optimistic about the good these tools can do for families and those who remain extremely concerned about their abuse: (1) Expand opportunity; (2) Provide transparency and evidence; (3) Empower communities; and (4) Promote equitable outcomes.
A Blueprint for Scaling Tutoring across Public Schools. EdWorkingPaper No. 20-335
Author: Kraft, Matthew A.
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Public Schools,Tutoring,Costs,Program Design,Program Implementation,Federal Programs,Educational Cooperation,Cross Age Teaching,Elementary School Students,High School Students,Middle School Students,College Students,College Graduates,Work Study Programs,National Programs,Administrative Organization,Educational Finance

In this paper, we explore how tutoring could become a permanent feature of the U.S. public education system. We outline a blueprint for taking tutoring to scale nationally and estimate its costs, while highlighting a range of design and implementation challenges. Our blueprint is centered on ten core principles and a federal architecture to support adoption, while providing for local ownership over key implementation features. High school students would tutor in elementary schools via an elective class, college students in middle schools via federal work-study, and full time 2- and 4-year college graduates in high schools via AmeriCorps. We envision an incremental, demand-driven expansion process with priority given to high-needs schools. Our estimates suggest that a range of targeted approaches to scaling school-wide tutoring nationally, such as focusing on K-8 Title I schools, would cost between $5 and $15 billion annually. These costs are comparable to existing federal programs such as Title I, the National School Lunch Program, and Head Start and equate to roughly 1% to 2% of total expenditures on U.S. public education. Attempts to scale tutoring to address COVID-19 learning loss might be most successful and sustainable if they are part of an effort to incrementally integrate tutoring services within the public school system.
2020 Update: Review of Financial Aid Formulas and Awarding Practices
Author: State Council of Higher Education for Virginia
Date: 2020-11-01
Type: Reports - Descriptive
Subjects: Student Financial Aid,State Aid,Access to Education,Student Costs,Educational Finance,Program Administration,Tuition,Scholarships,Grants,College Students

The Commonwealth of Virginia provides more than $220 million annually to fund the Commonwealth Award and Virginia Guaranteed Assistance Program (VGAP). These two need-based financial aid programs address affordability and access for in-state undergraduates attending public institutions. As higher education costs continue to increase and the Commonwealth expects the demand for workers with degrees or credentials to grow, it is imperative that state financial aid programs function efficiently and effectively. Tuition revenue used for financial aid is another important tool that addresses student affordability and access and helps institutions meet enrollment goals. This program redirects a portion of tuition revenue paid by students in order to create grants and scholarships. Legislators have expressed concern about the rapid expansion of this non-general fund program over the past 10 to 15 years. This financial aid study reviews and makes recommendations pertaining to funding state financial aid programs, administration of state financial aid programs, tuition revenue for aid and unfunded scholarships, and college access and affordability.
Voices from the Field: The Impact of COVID-19 on Early Career Scholars and Doctoral Students
Author: Levine, Felice J.
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Doctoral Students,Educational Research,Researchers,Females,Minority Groups,Minority Group Students,College Faculty,Minority Group Teachers,Racial Differences,Disproportionate Representation,College Role,Institutional Role,Racial Bias,Employment,Disease Control,School Closing,Barriers,Financial Support

This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disproportionate impact on communities of color. The aim of the report is to provide information that higher education institutions, agencies funding research, professional associations, and other research organizations can use to support the next generation of researchers and help buffer or contain adverse impacts to them. The report offers seven recommendations that could help to foster institutional and organizational responses to COVID-19 that are equitable and enriching. It is part of an ongoing initiative by AERA and Spencer to survey and assess the pressing needs of early career scholars and doctoral students at this pernicious time of a national pandemic.
Mission (Im)possible: Developing Students&apos; International Online Business Communication Skills through Virtual Teamwork
Author: Koris, Rita
Date: 2020-11-23
Type: Reports - Research
Subjects: Skill Development,Communication Skills,Business Communication,Business English,Virtual Classrooms,Teamwork,Cooperative Learning,Student Projects,International Educational Exchange,Feedback (Response),Employment Interviews,Job Skills,Resumes (Personal),Competence,Cultural Awareness,Intercultural Communication,Program Effectiveness,Foreign Countries,Foreign Students,College Students

This case study outlines an example of cooperative online learning for teaching business communication skills at a Hungarian and a Belgian university. During this eight week long Erasmus+ Virtual Exchange (E+VE) project, students collaborated online in virtual teams on a weekly basis to complete the following main missions: (1) giving constructive feedback; (2) creating an elevator pitch; (3) promoting themselves by creating a digital CV; (4) preparing for a job interview; and (5) participating in a real online job interview with a professional recruiter. Not only does this case study describe the planning, design, and implementation of the project from a pedagogical perspective, but it also details its challenges and outcomes. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Combining Expertise from Linguistics and Tourism: A Tale of Two Cities
Author: Háhn, Judit
Date: 2020-11-23
Type: Reports - Research
Subjects: Tourism,Foreign Countries,Interdisciplinary Approach,International Cooperation,Information Science Education,Universities,Case Studies,Exchange Programs,Computer Simulation,Web Sites,Municipalities,Management Development,Majors (Students),Linguistics,Teamwork,Advertising,Technological Literacy,Student Attitudes

This case study presents the results of an interdisciplinary Virtual Exchange (VE) that was arranged between Finnish and Polish students in 2019. During their six-week collaboration, the students of language studies at the University of Jyväskylä, Finland, worked in teams together with their Polish peers specialising in information and communications technology and management in tourism at Adam Mickiewicz University in Poznan, Poland. The international teams combined their linguistic and tourism-promotion expertise, and, using collaborative digital tools, grappled with the tasks of analysing the official municipal city websites and promoting the lesser-known aspects of their sister cities (Jyväskylä and Poznan) in jointly created videos. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]