ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents Want Their Children's Data: DQC's 2015 Parent Poll Results
Author: Data Quality Campaign
Date: 2016-04-00
Type: Reports - Research
Subjects: Student Records,Parent Attitudes,Parent Rights,Access to Information,School Statistics,Success,Evidence Based Practice,Information Utilization,Parent Surveys,Online Surveys

The Data Quality Campaign (DQC) believes that when parents and educators have the right information to make decisions, students excel. Parents agree, according to a recent survey. DQC's Parent Poll, conducted online by Harris Poll in November 2015, surveyed 1,093 US parents with children ages 5-17 about their attitudes toward data collection and data use in schools. From individual student data to aggregate school performance data, parents are hungry for information: nearly 9 out of 10 parents (89 percent) say they need data like grades and test scores to understand how their child is progressing in school so they can help them do their best. For many parents (48 percent) the top criterion to determine school quality is data on how well their school prepares students for the future. Most parents (87 percent) say they also use data to make decisions about their child's education. When information about students is provided in a timely, useful manner, every adult working with a child--especially parents--is able to support that student's learning more effectively. Understanding parent attitudes around data use is the first step that policymakers and advocates can take to ensure that their efforts really meet parents' needs. This brief report provides more detailed information on parental attitudes toward education data.
State Capacity to Link K-12/Postsecondary Data Systems and Report Key Indicators
Author: Data Quality Campaign
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Information Networks,Management Information Systems,Elementary Secondary Education,Postsecondary Education,State Policy,Educational Indicators,Student Records,School Statistics,Educational Resources

The Every Student Succeeds Act (ESSA) provides an opportunity to produce high quality postsecondary indicators and, as available, publicly report them in ways that inform, engage, and empower communities. As first &quot;required&quot; in 2009's American Recovery and Reinvestment Act (ARRA) stimulus law, almost every state has linked its K-12 and postsecondary data systems to answer critical questions such as &quot;What happens to students after they leave high school? Do they enroll in college? Are they prepared for college-level coursework?&quot; Data Quality Campaign's (DQC's) research shows that most states already produce high school feedback reports providing information back to high schools and the public on how graduates fare in postsecondary institutions. This brief report presents a chart with current state capacity on key indicators to link k-12/postsecondary data systems and report key indicators.
The Open Data Imperative: How the Cultural Heritage Community Can Address the Federal Mandate. CLIR Publication No. 171
Author: Allard, Suzie
Date: 2016-07-00
Type: Reports - Research
Subjects: Archives,Museums,Libraries,Federal Aid,Federal Regulation,Heritage Education,Access to Information,Information Policy,Information Management,Data,Alignment (Education),Appropriate Technology,Technology Planning,Program Implementation,Information Services,Capacity Building,Curriculum Development,Minimum Competencies,Occupational Information,Semi Structured Interviews,Qualitative Research,Statistical Analysis

Data are a valuable national resource for a variety of stakeholders across all sectors of society. Dramatic advances in information and communication technology have opened up unprecedented opportunities for broad public access, innovative research, and citizen engagement, but this potential can be realized only if data are properly managed and exposed over time. New U.S. government requirements for exposing and managing federally funded research data add urgency to the call for curating data so that they can be used, re-used, and exploited by future generations. These new requirements have significant implications for cultural heritage institutions in addressing the current deficit in the capacity to support the re-use of data over time and across generations of technology (digital curation) and in enabling collaboration based on shared infrastructure. Cultural heritage encompasses various types of artifacts (analog or digital), as well as attributes and behaviors that groups or societies maintain over time to preserve connections to the past, present, and future. Cultural heritage institutions have a mission to support, perpetuate, and provide access to essential elements of culture as a whole. There are many different types of cultural heritage institutions, but three of the most commonly recognized are libraries, archives, and museums. Materials in their care are vital to the ongoing advancement and perpetuation of the sciences, social sciences, arts, and humanities. This report presents the implications for the cultural heritage community of the recent focus on creating public access to data and publications resulting from federal funding, and our recommendations for relevant stakeholders. The recommendations are based on a review of federal agencies' responses to new government requirements, case studies of seven digital curation projects, and an investigation of the current professional capacity for the long-term management of cultural heritage digital content, including data. The following are appended: (1) Analysis of Public Access Plans: Research Design and Methods; (2) Links to Federal Department and Agency Public Access Plans Used for This Report; (3) Projects on Digital Curation Curriculum and Skills Development Funded by the Institute of Museum and Library Services, 2004-2015; (4) Competency Categories and Skills Defined for the Four Curriculum Models; and (5) Job Postings to the American Library Association (ALA) DigiPres Electronic Mailing List, 2013-2015.
Time to Act: District Actions to Make Data Work for Students
Author: Data Quality Campaign
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Access to Information,Student Records,Management Information Systems,Evidence Based Practice,School Districts,Information Management,Alignment (Education),Information Policy

All students deserve a great education, one that affords them every opportunity to grow into knowledgeable and successful adults. To make this vision a reality, students, parents, educators, and policymakers must have access to the right information to make decisions and support student learning. The Data Quality Campaign's Four Policy Priorities to Make Data Work for Students show how policymakers at the federal, state, and district levels can take action to achieve this vision. District leaders are uniquely positioned to spearhead this work at the local level. Districts must embrace this opportunity to act now and make data work for students.
Using Data to Drive Success in Educator Prep: Massachusetts and Endicott College Collaborate for Continuous Improvement
Author: Data Quality Campaign
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Data,Decision Making,Educational Improvement,Longitudinal Studies,Information Utilization,State School District Relationship,College School Cooperation,Partnerships in Education,Leadership Effectiveness,Organizational Culture,Change Strategies,Information Management,Teacher Education Programs,Barriers,Capacity Building

For educator preparation programs (EPPs) to produce effective teachers, they must engage in a process of continuous improvement using timely, high-quality information about the performance of their respective graduates in the classroom as measured by student outcomes. While states have the capacity to provide this information through their comprehensive and secure longitudinal data systems, this critical feedback loop between states and EPPs often does not exist. As of 2014, only 22 states reported sharing feedback annually with in-state EPPs. Therefore, EPPs in most states lack the information needed to understand outcomes and improve program practice, and no EPPs are able to collect information on graduates who are employed out of state. Three barriers prevent effective EPP use of state data for continuous improvement: (1) The data-use culture focuses on compliance rather than continuous improvement; (2) States are not sharing the right data with EPPs; and (3) EPPs lack the capacity and culture necessary to use data to improve their practice. Despite the policy challenges, there are bright spots in this work. Over the last three years, the Massachusetts Department of Elementary and Secondary Education (DESE) has implemented a number of policies meant to encourage continuous improvement in EPPs and provide targeted technical support. These policies along with additional recommendations for collaboration between state departments of education and EPPs are described in this report.
Turning Data into Information: The Vital Role of Research in Improving Education
Author: Data Quality Campaign
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Research Utilization,Data,Educational Improvement,Educational Research,Research Needs,Measurement Objectives,Relevance (Education),Accuracy,Privacy,Research Opportunities,Evidence Based Practice,Student Development,Scholarship,Educational Legislation,Parent Rights,Student Records

When students, parents, educators, and partners have the right information to make decisions, students excel. One of the most powerful sources of information for families, educators, and policymakers about education is the high-quality analysis and research conducted by trained and engaged experts across the country. Their work gives us answers that cannot be found anywhere else--the answers that inform our decisions about programming, staffing, how to use limited resources, and how to support each student's growth. Research identifies areas of unmet need and areas of opportunity, helps education leaders invest in effective and innovative practices, and pinpoints factors that keep kids on track for success. In addition research uncovers dynamics that might challenge conventional wisdom and guide practitioners to more effective solutions. Without high-quality and trustworthy education research, communities will be making decisions in the dark, and more students will be left behind. [The contents of this paper were developed with input from: Juliane Baron, Felice J. Levine, Dan Goldhaber, Augustus Mays, David Figlio, Macke Raymond, Ron Haskins, and Amelia Vance.]
Issues 2016: Only One-Third of College Enrollees End up in Jobs Requiring College Degrees. Reality Check
Author: Cooper, Preston
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: College Graduates,Academic Failure,Outcomes of Education,Underemployment,Employment Potential,Academic Degrees,Graduation Rate,Supply and Demand

Since 2000, in-state tuition at U.S. public four-year universities has risen 50 percent in real terms, while total outstanding student loans have doubled in the past ten years, to surpass $1.3 trillion. These figures have prompted calls for greater federal funding and even a guarantee of &quot;free&quot; college. Key findings include: (1) Only 52 percent of U.S. students who enroll in college graduate within six years; (2) Nearly half--44 percent--of recent college graduates from four-year institutions are underemployed; and (3) Only 33 percent of enrollees in four-year colleges emerge with a degree and a relevant job.
Early Childhood Workforce Index, 2016
Author: Whitebook, Marcy
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Early Childhood Education,Preschool Teachers,Teaching Conditions,Geographic Location,Labor Force,Wages,Economic Factors,Educational Attainment,Federal Aid,Occupations,Qualifications,Work Environment,Compensation (Remuneration),State Aid,Public Policy,Income,Health,Well Being

The State of the Early Childhood Workforce (SECW) Initiative is a groundbreaking multi-year project to shine a steady spotlight on the nation's early childhood workforce. The SECW Initiative is designed to challenge entrenched ideas and policies that maintain an inequitable and inadequate status quo for early educators and for the children and families who depend on them. Through the dissemination of data and analysis, the Initiative identifies new strategies and tracks promising advocacy efforts to secure livable and equitable wages, supportive work environments, and educational opportunities for all early educators. This inaugural edition of the &quot;Early Childhood Workforce Index&quot; marks the launch of the wider SECW Initiative. Beyond the Index, the State of the Early Childhood Workforce Initiative consists of additional resources for advocates, policymakers, researchers, funders, and other stakeholders. This index represents the first effort to establish a baseline description of early childhood employment conditions and policies on a state-by-state basis in order to improve early childhood jobs. Tables are appended.
Social Problem-Solving Skills of Children in Terms of Maternal Acceptance-Rejection Levels
Author: Tepeli, Kezban
Date: 2013-08-00
Type: Journal Articles
Subjects: Problem Solving,Young Children,Mothers,Parent Child Relationship,Rejection (Psychology),Affective Behavior,Aggression,Social Influences,Questionnaires,Scores,Tests,Statistical Analysis,Statistical Significance,Foreign Countries

This study was conducted to find an answer to the question of &quot;Do social problem-solving skills of 5-6 years old children differentiate depending on the levels of maternal acceptance rejection?&quot; The participants of the study included 359 5-6 years old children and their mothers. Wally Social Problem-Solving Test and PARQ (Parental Acceptance-Rejection Questionnaire) were used in the study. It was observed that the mean scores that the children got from Wally Social Problem-Solving Test for the social problem-solving skills differed at a statistically significant level according to the low, medium, and high rejection levels that mothers got from the PARQ. According to the scores obtained from &quot;warmth/affection,&quot; &quot;hostility/aggression,&quot; and &quot;undifferentiated rejection&quot; subscales of PARQ, social problem solving skill scores of the children in three groups, also differed in these three subscales depending on a rejection level of mothers. But it was determined that children's social problem-solving skill scores did not differentiate according to the scores obtained from &quot;indifference/neglect&quot; subscale. This result proves that the interaction between the children and the mothers that accept their children positively contributes to ability of the children's social problem-solving skills.
Endogenously- and Exogenously-Driven Selective Sustained Attention: Contributions to Learning in Kindergarten Children
Author: Erickson, Lucy C.
Date: 2015-10-00
Type: Journal Articles
Subjects: Attention,Cognitive Processes,Kindergarten,Attention Span,Interference (Learning),Visual Stimuli,Assignments,Responses,Eye Movements,Coding,Memory,Learning Processes,Correlation

Selective sustained attention is vital for higher order cognition. Although endogenous and exogenous factors influence selective sustained attention, assessment of the degree to which these factors influence performance and learning is often challenging. We report findings from the Track-It task, a paradigm that aims to assess the contribution of endogenous and exogenous factors to selective sustained attention within the same task. Behavioral accuracy and eye-tracking data on the Track-It task were correlated with performance on an explicit learning task. Behavioral accuracy and fixations to distractors during the Track-It task did not predict learning when exogenous factors supported selective sustained attention. In contrast, when endogenous factors supported selective sustained attention fixations to distractors were negatively correlated with learning. Similarly, when endogenous factors supported selective sustained attention higher behavioral accuracy was correlated with greater learning. These findings suggest that endogenously- and exogenously-driven selective sustained attention, as measured through different conditions of the Track-It task, may support different kinds of learning. [This article was published in &quot;Journal of Experimental Child Psychology,&quot; v138 p126-134 Oct 2015.]
Higher Education in the Arab World &amp; Challenges of Labor Market
Author: Issa, Abedalhakeem T. E.
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Arabs,Labor Market,Labor Force Development,Human Capital,Educational Development,Role of Education,Universities,Educational Trends,Educational Finance,Resource Allocation,Scientific Research,Educational Research,Access to Education,Accreditation (Institutions),Total Quality Management,Partnerships in Education

The destiny of any nation begins in its classroom where young people are equipped with knowledge and skills to lead the nation. Higher education is the corner stone in development where the work force is trained to lead the social, economic, political and cultural change. In such a competitive global economy the human capital is the most valuable asset. Higher education institutes are training units, where labor force is made. These institutes are also incubators of scientists and technologists where researchers are qualified to make the scientific and technological change. This role is absent in higher Arab Education Institutes; so this paper aims at specifying the internal and external challenges that are facing higher education institutions in the Arab world; in addition to searching the degree of responsiveness of these institutions to face these challenges, and how to integrate them with the requirements of development and labor market needs.
Improving the School Context of Early Adolescence through Teacher Attunement to Victimization: Effects on School Belonging
Author: Norwalk, Kate E.
Date: 2016-10-00
Type: Journal Articles
Subjects: Victims,Bullying,Teacher Student Relationship,Student Attitudes,Grade 6,Teacher Attitudes,Peer Relationship,Rural Areas,Poverty,Measures (Individuals),Student School Relationship,Correlation,Regression (Statistics),Statistical Analysis

The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants (n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were &quot;picked on.&quot; Teacher attunement represented the correspondence between self-identified and teacher-identified victims. Attunement at the beginning of the school year was related to positive changes in student reports that their peers would intervene in bullying; in turn, sense of belonging was greater when students perceived that their peers would intervene in bullying. Teacher attunement was indirectly related to greater belonging through its impact on student perceptions of the bullying context. [This article was published in &quot;Journal of Early Adolescence,&quot; v36 n7 p989-1009 Oct 2016 (EJ1112554).]
&quot;University and High School Are Just Very Different&quot;: Student Perceptions of Their Respective Writing Environments in High School and First-Year University
Author: Soiferman, Lisa Karen
Date: 2012-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: College Freshmen,Barriers,Writing (Composition),Mixed Methods Research,Educational Environment,Student Attitudes,High School Students,Grade 12,Student Surveys,Focus Groups,Interviews,Teacher Influence,Expectation,Writing Assignments,Writing Instruction,Language Arts,Self Esteem,Teacher Attitudes,Time Management,Teacher Expectations of Students,Teacher Role,Class Size,Foreign Countries,Writing Skills

The purpose of this study was to investigate the challenges faced by first-year students as they negotiated the transition from the writing environment of high school to the writing environment of university. The research for the dissertation was undertaken using a mixed-method explanatory design. This yielded a description of students' perceptions of the differences between their high school writing and first-year university writing environments. The research questions were as follows: what are high school students' perceptions of their writing environment; and what differences, if any, do students perceive as different in the writing environment between high school and first-year university? A total of one hundred and forty-four Grade 12 students completed a quantitative survey asking for their perceptions of the high school writing environment, and twenty students took part either in qualitative focus groups or individual interviews. A follow-up interview was conducted with fourteen of the original twenty participants while they were in the process of completing their first term at university. The results indicated that students' perceptions were very much influenced by individual teachers and instructors and by their own expectations. Recommendations, implications for further research, and implications for program development are offered as a way to extend the knowledge in this area. The following are appended: (1) Quantitative Survey for High School Students; (2) Interview/Focus Group Protocol; and (3) Ethics Approval Certificate.
Designing Art Exhibitions in an Educational Virtual World
Author: Julian, June
Date: 2011-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Social Systems,Internet,Art Products,Exhibits,Museums,Arts Centers,Case Studies,Program Effectiveness,Preferences,Foreign Countries,College Students,Student Developed Materials

Demonstrating the multiple features of the Cerulean Gallery in Second Life, this research report showcases several exemplar exhibits created by students, artists, and museums. Located in The Educational Media Center, a Second Life teaching and social space, the Cerulean Gallery exhibits functioned as case studies that tested its effectiveness as an alternative venue for exhibition and aesthetic discourse in virtual worlds, and to reveal the learning preferences of Net Generation learners. This report is an examination of three recent major exhibits held at the Center: Places of the Heart, an intergenerational theme show, Wish You Were Here, a collaboration with Taigh Chearsabhagh Museum and Art Center in the Western Isles, UK, The Anime Show, a high school art club in Philadelphia, and a photography exhibit from the Victoria and Albert Museum, London.