ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Texas 21st Century Community Learning Centers: A Site-Level Approach. Policy Brief
Author: Adachi, Eishi
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Community Programs,After School Programs,Program Evaluation,Attendance,Mathematics Achievement,Reading Achievement,Elementary Secondary Education

Over the last decade the 21st Century Community Learning Center program (21st CCLC) funded by the U.S. Department of Education has served over 100,000 Texas students annually in after-school centers. Approximately 779 local Texas 21st CCLC programs served students from over 800 schools during the 2012-13, and/or 2013-14 academic years. Statewide evaluations of the impact of 21st CCLCs, which typically show small or mixed academic impacts of the program in aggregate, may serve to obscure the success of specific centers. To explore this, Westat examined individual grade-level impacts for the 779 local programs which served students during the 2012-13 and/or 2013-14 academic years. Propensity-score matching was used to create comparison groups of non-21st CCLC students for each grade-level, for each of the centers, for each of three outcomes: &quot;school attendance,&quot; &quot;STAAR Mathematics,&quot; and &quot;STAAR Reading.&quot; For brevity this policy brief presents only impacts for the 2012-13 academic year, but these are similar in pattern to those identified in the 2013-14 analyses also conducted. The quasi-experimental design (QED) used in this study allowed for large-scale screening of centers based on existing administrative data. The approach identified a number of potentially effective centers, whose programmatic offerings could be more closely investigated.
Research on Early Delivery of the T Level Transition Programme. Research Report
Author: Straw, Suzanne
Date: 2022-05-00
Type: Reports - Research
Subjects: Transitional Programs,Late Adolescents,Skill Development,Student Recruitment,Program Development,Program Implementation,Student Needs,Evidence Based Practice,Program Effectiveness,Barriers,COVID-19,Pandemics,Learner Engagement,Student Attitudes,Job Skills,Academic Ability,Mathematics Instruction,English Instruction,Career Readiness,Work Experience Programs,Academic Support Services,Postsecondary Education,Job Training,Foreign Countries,Student Personnel Services

The T Level Transition Programme is a study programme targeted at students aged 16 to 19 years (or young people with Education and Healthcare Plans to age 24) who are not ready to start a T Level but have the potential to progress onto one following a tailored preparation programme. The Transition Programme is expected to be a full-time study programme delivered over a standard academic year, specifically designed to develop the skills, experience, knowledge and behaviours to support progression onto, and success on, a T Level. This report presents the findings of research into the T Level Transition Programme, which was undertaken by the National Foundation for Educational Research (NFER) between October 2019 and September 2021. The overarching aim of the research was to explore how the Transition Programme was prepared for and delivered, whilst identifying learning for future delivery.
Post-16 Education Outcomes by Ethnicity in England. Topic Note
Author: Department for Education (DfE) (United Kingdom)
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Racial Differences,Minority Group Students,White Students,Foreign Countries,Postsecondary Education,Employment,College Attendance,College Applicants,Apprenticeships

Ensuring that the education system works for pupils from all backgrounds is key to the Department of Education's aims. This document collates and contextualises available evidence on outcomes by ethnicity across the post-16 education system in England. Doing so allows for a rounded view of the data in proper context, and overall trends to emerge. This document primarily draws on Department for Education publications, and data releases by the University and Colleges Admissions Service (UCAS). Post-16 outcomes by ethnicity are studied in a wide range of sources, and this document does not seek to be an exhaustive account of key facts from that literature. [This Topic Note was prepared by the UK Department for Education's Central Analysis Division.]
Outcomes by Ethnicity in Schools in England. Topic Note
Author: Department for Education (DfE) (United Kingdom)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Racial Differences,Foreign Countries,Socioeconomic Status,Academic Achievement,Low Income Students,Elementary Secondary Education,Minority Group Students,White Students

Ensuring that the education system works for pupils from all backgrounds is key to the Department of Education's aims. This document collates and contextualises available evidence on outcomes by ethnicity across the school system. Doing so allows for a rounded view of the data in proper context, and overall trends to emerge. Attainment figures used in the headline section below are taken from 2019, as this is the latest available attainment publication1 across all age groups following the 2020 COVID cancelation of many regular examinations and statistics publications. Census data from 2021 is used to get the latest available breakdown of pupil characteristics. From 2019 to 2021, the rate of Free School Meals (FSM) eligibility has risen from 1 in 7 to 1 in 5 pupils, and the rise is broadly consistent across ethnic groups. The shifts do not affect the overall trends described in this note. This document does not consider the impact of COVID-19 on different ethnic groups. Ethnicity will continue to be examined as a factor in relevant COVID-19 research by the Department.
Assessing Intercultural Learning in Virtual Exchange
Author: Izmaylova, Anastasia
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Student Evaluation,Cultural Awareness,Second Language Learning,Second Language Instruction,Learning Processes,Portfolios (Background Materials),Evaluation Methods,Grading,Student Participation,Intercultural Communication,Computer Mediated Communication,English (Second Language),Spanish,Cooperative Learning,Undergraduate Students,Foreign Countries,Social Media,Scoring Rubrics

Assessment of students' work in Virtual Exchange (VE) frequently focuses on their participation in the activities and may also include an evaluation of students' learning. In this chapter, we discuss a two-sided approach to assessing students' work in an intercultural VE project. On the one hand, we evaluated students' engagement in the exchange with the goal of formally assessing their work and assigning it a grade. On the other, we looked at students' intercultural competence development for research purposes. While we believe that it is beneficial to use a combination of assessment tools, reflective portfolios emerged as the most suitable way to assess students' participation, learning, and intercultural competence development in the VE. [For the complete volume, &quot;Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level,&quot; see ED624433.]
Assessment in the English for Academic Study Telecollaboration (EAST) Project -- A Case Study
Author: Rolinska, Anna
Date: 2022-09-12
Type: Reports - Research
Subjects: Case Studies,English for Academic Purposes,Second Language Learning,Second Language Instruction,Science Education,Technology Education,Engineering Education,International Cooperation,Educational Cooperation,Soft Skills,International Educational Exchange,Learning Experience,Outcomes of Education,Foreign Countries,English (Second Language),Language Tests,Program Descriptions,Language of Instruction,Partnerships in Education,Mentors,Learner Engagement,Summative Evaluation,Research Papers (Students),Foreign Students,Undergraduate Students,Cooperative Learning,Videoconferencing,Computer Mediated Communication

This case study presents and discusses the English for Academic Study Telecollaboration (EAST) project, carried out between Science, Engineering, and Technology (SET) students from different higher education institutions. In this telecollaborative project, the students work across borders and cultures on real-life SET discipline-specific scenarios and develop a number of soft skills and attributes alongside. The paper shows how the telecollaborative exchange has been set up and what changes were required to adapt the existing course, particularly its assessment procedures, to ensure the project was well integrated into the curriculum. It also attempts to evaluate the project, taking into account the differing outcomes and learning experiences of the participants from the partnering institutions. It concludes that adding the telecollaborative project to the existing course resulted in a richer educational experience for the participants and development of a number of skills but points out imbalances in the treatment of the participants from the assessment point of view and suggests how these inequalities could be addressed in the future. [For the complete volume, &quot;Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level,&quot; see ED624433.]
The Path to Timely Completion: Supply- and Demand-Side Analyses of Time to Bachelor&apos;s Degree Completion. Policy Brief
Author: Cullinane, Jennifer Page
Date: 2014-05-00
Type: Reports - Research
Subjects: Time to Degree,Bachelors Degrees,Supply and Demand,Dropout Rate,Graduation Requirements,Student Behavior,Transfer Policy,Influences,Graduation Rate

Time to degree is a key factor in improving college graduation rates and increasing institutional productivity. While there is a growing body of empirical and theoretical work addressing baccalaureate degree completion and persistence, much less is known about the factors that affect time to degree. This policy brief is comprised of three quantitative studies that examine supply-side and demand-side factors that contribute to timely--or not so timely--completion. The first study examines a rich set of institutional and student factors that influence the choice between on time graduation, late graduation, dropout and ongoing enrollment. The second study analyzes the effect of transfer on time to degree and explores credit loss at the point of transfer as a mechanism for delay. The third study examines excess credit accumulation, specifically how graduation requirements affect student course-taking behavior.
An Investigation of Perceptions of Gifted Students toward the Concept of Digital Citizenship
Author: Yildirim, Fatma
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Academically Gifted,Technological Literacy,Citizenship,High School Students,Foreign Countries

Digital citizenship is an indispensable part of the new world shaped by digital developments and technology, so this study aimed to determine gifted and talented students' perceptions of digital citizenship as a leading key to the path to world citizenship. For this purpose, the qualitative analysis was used through semi-structured interview questions carried out with 40 gifted and talented high school students attending 9, 10, 11, and 12th grades in Science and Art Centers participated in Erzurum province. In addition, content analysis was used in phenomenology to analyze the conclusions of the research. As a result, the first findings, gifted and talented high school students answered the first question are accessed, security, and citizenship; the second findings are socialist, diverse source, rights, education, and virtuality in positive aspect; security, time, diversion, healthy, and belief in the negative aspect. The last findings are new laws and security measurements in supporting ways. Given the given categories, there is a need to create security measures, informational applications, and activities based on digital citizenship by means of new education program. Future studies could look at digital literacy, data management, and data security, which influence positive or negative perspectives of gifted and talented students on digital citizenship. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 116-129.]
Reducing Exclusionary Discipline Practices in Early Childhood Education: Perspectives from Practitioners in Illinois and Colorado
Author: Lieberman, Abbie
Date: 2022-05-00
Type: Information Analyses
Subjects: Expulsion,Suspension,Early Childhood Education,Discipline Policy,Mental Health,Faculty Development,Program Implementation,Early Childhood Teachers,Student Behavior,Behavior Problems,Educational Legislation,Consultation Programs,Teacher Attitudes,Counselor Attitudes,Administrator Attitudes

While research shows that exclusionary discipline practices in the early years are ineffective and developmentally inappropriate, young children continue to be suspended and expelled at high rates. An increasing number of states have taken steps to ensure that young children are not removed from programs due to their behavior. This report explores how Illinois and Colorado are limiting the use of these exclusionary discipline practices and providing supports to educators to equip them to better serve the children in their programs. Through listening sessions with educators, administrators, and other early childhood professionals, the authors sought to understand how recent policy changes in these states are impacting practice, with a focus on early childhood mental health consultation and professional development around social-emotional learning. The issue of exclusionary discipline practices has long been a problem, but it has been made more urgent during the COVID-19 pandemic as children's and adults' well-being have suffered. The report offers 10 takeaways and recommendations for policymakers as other states pursue reform in early childhood discipline policies and work to help teachers address challenging behaviors.
Characteristics of 2020-21 Public and Private K-12 School Teachers in the United States: Results from the National Teacher and Principal Survey. First Look. NCES 2022-113
Author: Taie, Soheyla
Date: 2022-12-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Public Schools,Private Schools,Teachers,Teacher Characteristics,COVID-19,Pandemics,Adjustment (to Environment),Race,Ethnicity,Institutional Characteristics,Age Differences,Gender Differences,Teaching Experience,Educational Attainment,Employment Level,Teacher Salaries,Class Size,Teacher Education,Teacher Role,School Policy,Professional Autonomy,Teaching Conditions,Teacher Certification

The 2020-21 National Teacher and Principal Survey (NTPS) is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. NTPS collects data on core topics including teacher and principal preparation, classes taught, school characteristics, and demographics of the teacher and principal labor forces. This report presents basic estimates from the Public School Teacher and Private School Teacher Data Files of the 2020-21 NTPS, the third collection of NTPS. The purpose of NTPS is to collect data to provide a detailed picture of U.S. elementary and secondary schools and their staff. Data are collected through school, principal, and teacher surveys. The 2020-21 NTPS used a school-based sample of public and private schools. Items about how schools first adapted to the coronavirus (COVID-19) pandemic during the spring of 2020 were included in the school, principal, and teacher questionnaires. In addition, an item was included at the beginning of each questionnaire asking about the current effect of COVID-19 on instruction at the school at the time the survey was completed during the 2020-21 school year. Other topics in the 2020-21 NTPS school teacher survey included: (1) General employment and background information; (2) Class organization; (3) Education and training; (4) Certification; (5) Early career experiences; (6) Working conditions; and (7) School climate and teacher attitudes. The purpose of this First Look is to provide summaries of the new data collected using tables of descriptive information. Selected findings presented in the tables and text show the range of information available in the 2020-21 NTPS Public School Teacher and Private School Teacher data files. This First Look highlights findings from the NTPS public school teacher and private school teacher surveys. [For the summary report, see ED624492.]
Characteristics of 2020-21 Public and Private K-12 School Teachers in the United States: Results From the National Teacher and Principal Survey. First Look--Summary Report. NCES 2022-113
Author: Taie, Soheyla
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: National Surveys,Elementary Secondary Education,Public Schools,Private Schools,Teachers,Teacher Characteristics,COVID-19,Pandemics,Adjustment (to Environment),Race,Ethnicity,Institutional Characteristics,Age Differences,Gender Differences,Teaching Experience,Educational Attainment,Employment Level,Teacher Salaries,Class Size,Teacher Education,Teacher Role,School Policy,Teaching Conditions,Teacher Certification

The 2020-21 National Teacher and Principal Survey (NTPS) is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State-level data are also available for public schools, principals, and teachers. NTPS collects data on core topics including teacher and principal preparation, classes taught, school characteristics, and demographics of the teacher and principal labor forces. The survey is developed by the National Center for Education Statistics (NCES) of the Institute of Education Sciences (IES) within the U.S. Department of Education, and data are collected by the U.S. Census Bureau. This report presents basic estimates from the Public School Teacher and Private School Teacher Data Files of the 2020-21 NTPS, the third collection of NTPS. The purpose of NTPS is to collect data to provide a detailed picture of U.S. elementary and secondary schools and their staff. Data are collected through school, principal, and teacher surveys. Data were collected between October 2020 and August 2021. Items about how schools first adapted to the coronavirus (COVID-19) pandemic during the spring of 2020 were included in the school, principal, and teacher questionnaires. In addition, an item was included at the beginning of each questionnaire asking about the current effect of COVID-19 on instruction at the school at the time the survey was completed during the 2020-21 school year. This First Look highlights findings from the NTPS public school teacher and private school teacher surveys. [For the full report, see ED624491.]
Health and Wellbeing: A Thematic Review. A Report by HM Inspectors
Author: Education Scotland
Date: 2022-03-00
Type: Reports - Research
Subjects: Foreign Countries,Well Being,Health,Elementary Schools,Secondary Schools,Special Schools,Child Health,Mental Health,Physical Health,Social Isolation,Coping,Resilience (Psychology),Poverty,Adjustment (to Environment),School Personnel,COVID-19,Pandemics

Scotland's HM Inspectors (HMI) of Education have published a new report examining a range of approaches taken to support health and wellbeing in establishments nominated by local authorities. As part of Scottish Government's Education Recovery: Key Actions and Next Steps, HM Inspectors of Education committed to undertaking national thematic reviews. This report is based on evidence gathered during visits undertaken in November and December 2021. HMI visited eight stand-alone early learning and childcare (ELC) settings; 17 primary schools (including 14 with nursery classes); 15 secondary schools; six special schools; one community learning and development service; and one Gaelic school. The sample of 48 schools and settings visited covered a wide geographical spread of urban and rural areas across Scotland. Appendix 1 provides a list of the establishments visited. This report considers some of the main challenges schools and settings are facing in connection to supporting children's and young people's health and wellbeing, including: (1) improving mental and emotional wellbeing; (2) dealing with the impact of social isolation and resilience; (3) supporting physical wellbeing; (4) minimising the impact of poverty on wellbeing; (5) supporting transitions as children and young people move into school; and (6) staff wellbeing and professional learning.
Inclusive Education Practices for Syrian Students from Turkish Teachers&apos; Perspectives
Author: Keskin, Tugba Çelik
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Refugees,Inclusion,Teacher Attitudes,Elementary School Teachers,Barriers,Family Involvement,Family Attitudes,Educational Needs,Educational Resources,Teaching Conditions,Educational Environment,Turkish,Language Proficiency,Social Influences,Cultural Differences,Faculty Development

The integration of Syrian children into the Turkish national educational system has been an important issue in the field of Turkish educational policy since 2011 when the Syrian crisis caused millions of people to seek asylum in Turkey. After Temporary Education Centers (TECs) in refugee camps were phased out due to the changing inclusive education policies, Promoting Integration of Syrian Children into the Turkish Education System project (PIKTES) was introduced by the Ministry of National Education (MoNE) in 2016 in 26 cities across the country mainly to alleviate the linguistic challenges of Syrian refugees and facilitate their social integration into the society. The present qualitative type of study aims to describe and analyze the inclusive education practices for Syrian students at primary state schools. Data collected from five experienced Turkish teachers of integration classrooms via semi-structured interviews. The reflexive thematic analysis revealed three main themes as systemic shortcomings, Syrian families' indifference, and insufficient professional support for the teachers. The themes present the challenges of inclusive education in Turkey from the initial stages in TECs to the recent practices within the scope of the PIKTES project. Findings shed light on how to redesign inclusive education for refugees in the Turkish context. [This paper was published in:&quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 372-385.]
Post-16 Educational and Employment Outcomes of Children in Need. Research Report
Author: Ahmed, Noor
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Postsecondary Education,Outcomes of Education,Disadvantaged Youth,Exit Examinations,Foster Care,Age Differences,Influences,Time,Education Work Relationship,Employment Level,Educational Attainment

This report was commissioned by the independent review of children's social care. It explores the post-secondary school activities of individuals who took their GCSE exams in England in 2010/11, focusing on the outcomes of those who were in need compared to all individuals. The &quot;Post-16 education and labour market activities and outcomes of looked-after children (LEO)&quot; report showed children who were looked-after had far lower levels of participation in post-16 education and the labour market compared to their peers. This report builds on the findings and methods of that report to explore: (1) The post-secondary school outcomes of all children in need, including those looked-after, on protection plans, and other support plans and (2) How the outcomes of children looked-after vary by some aspects of their social care journey, such as age on entry to care, duration in care, if they had re-entered care, and by placement type.