ethanporcaro/eric-fulltext-meta huggingface dataset:
School Survey on Crime and Safety (SSOCS): 2015-16. Public-Use Data File User&apos;s Manual. NCES 2018-107
Author: Jackson, Michael
Date: 2018-03-00
Type: Numerical/Quantitative Data
Subjects: School Surveys,Crime,School Safety,Public Schools,Sampling,Data Collection,Response Rates (Questionnaires),Questionnaires,Data Processing,Elementary Secondary Education,Data Analysis,Statistical Data,Interviews,Statistical Analysis

The School Survey on Crime and Safety (SSOCS) is managed by the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education. SSOCS collects extensive crime and safety data from principals and administrators of public schools in the United States. Data from this collection can be used to study the relationship between school characteristics and violent and serious violent crimes in U.S. public schools and to examine what school programs, practices, and policies are used by schools in their efforts to reduce or prevent crime. SSOCS has been conducted six times, during the 1999-2000, 2003-04, 2005-06, 2007-08, 2009-10, and 2015-16 school years. The latest administration of SSOCS, SSOCS:2016, was conducted by NCES, and the data collection was administered by the U.S. Census Bureau. Out of a sample composed of 3,553 primary, middle, high, and combined public schools, a total of 2,092 public schools submitted completed questionnaires, for a weighted response rate of 62.9 percent. Data were collected from February 22, 2016, through July 5, 2016. This manual is designed to assist users of the public-use SSOCS:2016 data file and offers information about the SSOCS:2016 collection, including its purpose, the sample design, data collection methods, and data processing procedures.
STEM Education in the U.S.: Where We Are and What We Can Do
Author: ACT, Inc.
Date: 2017-00-00
Type: Reports - Research
Subjects: STEM Education,State of the Art Reviews,Educational Practices,Best Practices,Academic Achievement,Achievement Gap,Educational Policy,Educational Improvement,College Entrance Examinations,Benchmarking,College Readiness,High School Graduates,Student Interests,Science Interests,Partnerships in Education,Educationally Disadvantaged,Minority Group Students,Low Income Students,First Generation College Students,Gender Differences,Youth Clubs,Access to Education,Rural Urban Differences,Electronic Learning,Graduation Requirements,Teacher Salaries,Science Teachers,Debt (Financial),Loan Repayment,Work Experience Programs,Dual Enrollment,Core Curriculum

ACT's annual Condition of STEM reports provide essential national data on student interest and achievement in STEM subjects. The latest report--&quot;STEM Education in the U.S.: Where We Are and What We Can Do&quot;--takes the data one step further by pairing the latest findings with promising practices aimed at improving STEM achievement and preparedness. These practices include examples from states, nonprofits, businesses, and other groups committed to closing STEM achievement and opportunity gaps. The report also challenges local, state, and national policymakers to meet, within the next four years, a number of actionable goals for improving the STEM pipeline.
Higher Education Research Digest
Author: ACT, Inc.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Research,Scoring,STEM Education,Majors (Students),Academic Persistence,College Transfer Students,College Admission,School Policy,College Entrance Examinations,Standardized Tests,Databases,Enrollment,Dropouts

This new ACT publication is an annual report offering meaningful research insights for some of the most pressing questions impacting admissions and enrollment practice. In the first release of this report, ACT research sheds light on the following topics: (1) the practice of super-scoring; (2) STEM major choice; (3) factors impacting retention and transfer; (4) test optional admission policy; and (5) benefits for students who opt in to the ACT Educational Opportunity Service (EOS). Readers of the digest will also find a high-level overview of an interactive database of ACT-tested students that enrollment managers, admissions personnel, and other college administrators can use to examine students' characteristics, preferences, college search behaviors, and enrollment and retention patterns.
A Practice Guide for Working with Families from Pre-Birth to Eight Years: Engaging Families in the Early Childhood Development Story
Author: Benveniste, Jodie
Date: 2013-06-00
Type: Guides - Non-Classroom
Subjects: Perinatal Influences,Prenatal Influences,Children,Values,Family (Sociological Unit),Child Development,Neurosciences,Guides,Professional Personnel,Planning,Parent Education,Fathers,Grandparents,Indigenous Populations,Pacific Islanders,Ethnic Diversity,Language Usage,Developmental Disabilities,Developmental Delays,Child Rearing,Brain,Parenting Styles,Self Efficacy,Parent Attitudes,Intervention,Teamwork,Adult Learning,Information Dissemination,Parents,Foreign Countries

This guide was created because parents revealed, through extensive social research, that they often received inconsistent and confusing parenting information from different professionals and practitioners across different disciplines, leading to misunderstandings and a lack of confidence about how best to support their children's development. In response, the Standing Council on School Education and Early Childhood (SCSEEC) looked to the neuroscience evidence to determine what key information and practices will help professionals and practitioners to support parents and families to achieve the best outcomes for children. This guide was designed for professionals and practitioners to work from the same starting point, use a common language, and provide consistent messages about the early years regardless of what service, support, or information families access. This guide includes: (1) Shared Values that underpin work with families; (2) Four Key Principles of early childhood development based on the neuroscience evidence; (3) Practice Guides for working with families based around the Four Key Principles; (4) Self-Reflection Questions for professionals and practitioners to integrate the principles and practices into their work with families; (5) A Planning and Evaluation Framework for services to plan and assess their parenting initiatives; and (6) Resources. This guide includes information on four specific groups--fathers, grandparents, Aboriginal and Torres Strait Islander families, and Culturally and Linguistically Diverse (CALD) families. This guide also acknowledges the specific needs of families raising children with developmental delays and disabilities. [This guide was managed by the Department for Education and Child Development, South Australia.]
The Condition of College &amp; Career Readiness 2017: National
Author: ACT, Inc.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,College Readiness,Career Readiness,Benchmarking,Testing,High School Graduates,Academic Achievement,STEM Education,Ethnicity,Educational Trends,Trend Analysis,Racial Differences,Access to Education,Student Behavior,Academic Standards,African American Students,American Indian Students,College Bound Students,Core Curriculum,Educational Assessment,High School Students,Higher Education,Majors (Students),Occupational Aspiration,Academic Aspiration,Predictor Variables,Scores,Pacific Islanders,Whites

This report looks at the progress of the 2017 ACT®-tested graduating class relative to college and career readiness. This year's report shows that 60% of students in the 2017 US graduating class took the ACT test, up from 54% in 2013. The increased number of test takers over the past several years enhances the breadth and depth of the data pool, providing a comprehensive picture of the current graduating class in the context of college readiness, as well as offering a glimpse at the emerging educational pipeline. [For the 2016 report, see ED573801.]
Preparation Matters Most in STEM. Issue Brief
Author: Hayes, Shannon
Date: 2017-05-00
Type: Reports - Research
Subjects: College Entrance Examinations,STEM Education,Majors (Students),College Preparation,Academic Persistence,Scores,Standardized Tests,College Readiness,Career Readiness,Student Interests,Student Characteristics,Educational Policy

Serious attention has been directed in recent years towards the need for increasing the number of high school graduates in the United States who are prepared for postsecondary education, training and careers in the fields of science, technology, engineering, and mathematics (STEM). The number of jobs in U.S. STEM occupations grew by 10.5 percent from May 2009 to May 2015--and this trend is not expected to slow; the U.S. Bureau of Labor Statistics projects that computer occupations alone will create nearly 50,000 new jobs between 2014 and 2024. In this article, the author examines why sufficient preparation throughout their K-12 education is essential to ensuring that students succeed in college and in STEM fields. It also describes ACT initiatives designed to draw attention to the importance of preparing students in STEM.
Findings from the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). First Look. NCES 2018-094
Author: Mulligan, Gail M.
Date: 2018-03-00
Type: Reports - Research
Subjects: Children,Surveys,Longitudinal Studies,Grade 4,Kindergarten,Student Characteristics,Family Characteristics,Socioeconomic Status,Poverty,Parent Background,Educational Attainment,Family Structure,Language Usage,Reading Achievement,Mathematics Achievement,Science Achievement,Racial Differences,Ethnicity,Statistical Analysis

This report is intended to provide a snapshot of the children in the ECLS-K:2011 cohort who were in kindergarten for the first time in the 2010-11 school year and in fourth grade 4 years later during the spring of 2015. About 88 percent of children enrolled in kindergarten in 2010-11 were in kindergarten for the first time that school year and were in fourth grade in the spring of 2015. The remaining 12 percent includes children who were repeating kindergarten in 2010-11 or who were not in fourth grade in the spring of 2015, including children who had been retained or advanced resulting in enrollment in a grade other than fourth, or who were in an ungraded classroom or setting in the spring of 2015. Information is presented on selected child and family characteristics, such as poverty status, parental education, family type, and primary home language (table 1), obtained when the children were in kindergarten. Information is also provided on the children's knowledge and skills in reading (table 2), math (table 3), and science (table 4) in the spring of fourth grade, both overall and by the selected kindergarten-year child and family characteristics.
In Search of Opportunity: Latino Men&apos;s Paths to Post-Secondary Education in Urban Massachusetts
Author: Conroy, Thomas E.
Date: 2016-11-00
Type: Reports - Research
Subjects: High School Students,Hispanic American Students,Males,Urban Areas,College Readiness,Postsecondary Education,Academic Aspiration,Occupational Aspiration,Education Work Relationship,Decision Making,Qualitative Research,Student Development,Personal Narratives,Educational Experience,Family Influence,Peer Influence,Academic Persistence,College Preparation,College Applicants,Statistical Analysis,Focus Groups,Interviews

This report focuses on three questions: 1) What are the college readiness and completion experiences of young Latino men in urban Massachusetts (namely, Boston, Holyoke, Lawrence, Springfield, and Worcester); 2) What helps or prevents young Latino men from successfully obtaining a post-secondary credential; and 3) What influences young Latino men's decision-making processes about education and work? These questions derived from a reading of existing literature, much of which tends to draw on quantitative findings. To answer these questions, researchers for this study took a largely qualitative approach to understand the education trajectory of young Latino men through the conceptual framework of the educational pipeline, a continuum of institutions spanning early education to post-secondary education through which students travel. By asking young Latino men, first-hand, about their experiences moving through the pipeline, this project was able to capture their voices and perspectives, providing insight into their educational, work, and personal lives. Accordingly, researchers fused quantitative data with these qualitative findings (personal narratives from the young men) to arrive at a deeper and more nuanced understanding of the discouraging statistics detailing Latino male educational experiences and college completion in Massachusetts.
Preparing Secondary Students for Work: A Framework for Vocational Learning and VET Delivered to Secondary Students
Author: Education Council (Australia)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Career Readiness,Vocational Education,Secondary School Students,Agency Cooperation,Cooperative Planning,Self Esteem,Students,Parents,Schools,Employers,Apprenticeships,Training,Role,Responsibility,Educational Change,Access to Information,Access to Education

This report sets out a framework for vocational learning and vocational education and training (VET) delivered to secondary students. It updates the New Framework for Vocational Education in Schools released in 2001 by the Ministerial Council on Education, Employment, Training and Youth Affairs. The framework has been developed by a working group of the Education Council.
National Aboriginal and Torres Strait Islander Education Strategy 2015
Author: Education Council (Australia)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Pacific Islanders,Indigenous Populations,Civil Rights,Language Maintenance,Cultural Maintenance,Culturally Relevant Education,Elementary Secondary Education,Postsecondary Education,Educational Methods,School Readiness,Equal Education,Career Readiness

Despite determined effort much more needs to be done to close the gap in Aboriginal and Torres Strait Islander education outcomes. Aboriginal and Torres Strait Islander people are the first Australians with the oldest continuing cultures in human history. Governments across Australia affirm the right of Aboriginal and Torres Islander people to maintain languages and cultures and acknowledge their deep cultural associations with the land and water. This strategy will guide the education of all Aboriginal and Torres Strait Islander children and young people from birth through to further education and employment pathways.
10 Principles for Building a High-Quality System of Assessments
Author: Jobs for the Future
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Assessment,Career Readiness,College Readiness,Alignment (Education),Capacity Building,Inclusion,Data,Educational Cooperation,Standards,Privacy,Improvement

Many states and districts are working toward developing and implementing high-quality systems that align assessments with each other, and to college and career readiness, and a comprehensive set of higher-order thinking skills. In order to support states, districts, and communities in this, the following 10 principles as guidance and common language for advancing a high-quality system of assessments are offered. The principles draw collectively on expertise developed over decades of studying and designing assessments and assessment systems, and efforts to advance the full array of college- and career-ready knowledge, skills, and behaviors for all students. They also build on existing principles for high-quality assessments and systems of assessments.
National STEM School Education Strategy: A Comprehensive Plan for Science, Technology, Engineering and Mathematics Education in Australia
Author: Education Council (Australia)
Date: 2015-12-11
Type: Reports - Descriptive
Subjects: STEM Education,Educational Strategies,Foreign Countries,Educational Policy,Student Educational Objectives,Educational Change,Public Policy,Academic Ability,Learner Engagement,Student Participation,Academic Aspiration,Occupational Aspiration,Teacher Effectiveness,Educational Opportunities,Partnerships in Education,Evidence Based Practice

There are many factors that affect student engagement in science, technology, engineering and mathematics (STEM). Underlying this are the views of the broader community--and parents in particular--about the relevance of STEM, and the approach to the teaching and learning of STEM from the early years and continuing throughout schooling. Connected to this is the way industry articulates the importance of STEM related-skills that extend beyond traditional STEM occupations. University admissions policies also have a strong influence on student choices in the senior secondary years. The purpose of the strategy is to build on a range of reforms and activities already underway. It aims to better coordinate and target this effort and sharpen the focus on the key areas where collaborative action will deliver improvements to STEM education. The national strategy is focused on action that lifts foundational skills in STEM learning areas, develops mathematical, scientific and technological literacy, and promotes the development of the 21st century skills of problem solving, critical analysis and creative thinking. It recognises the importance of a focus on STEM in the early years and maintaining this focus throughout schooling. This document outlines two goals (ensure all students finish school with strong foundational knowledge in STEM and related skills; and ensure that students are inspired to take on more challenging STEM subjects), five areas for national action, and guiding principles for schools to support STEM education. [Cover title varies: &quot;National STEM School Education Strategy, 2016-2026.&quot;]
Scale Development and Initial Tests of the Multidimensional Complex Adaptive Leadership Scale for School Principals: An Exploratory Mixed Method Study
Author: Özen, Hamit
Date: 2017-00-00
Type: Journal Articles
Subjects: Test Construction,Measures (Individuals),Principals,Leadership,Mixed Methods Research,Psychometrics,Questionnaires,Test Reliability,Test Validity,Construct Validity,Foreign Countries,Secondary School Teachers,Factor Analysis,Semi Structured Interviews,Phenomenology

This study was designed to develop the scale of the Complex Adaptive Leadership for School Principals (CAL-SP) and examine its psychometric properties. This was an exploratory mixed method research design (ES-MMD). Both qualitative and quantitative methods were used to develop and assess psychometric properties of the questionnaire. This study introduced the construct of CAL-SP, which comprised three dimensions: enabling leadership (EL), managerial leadership (ML) and adaptive leadership (AL). The scale showed internal consistency, reliability, construct validity and nomological validity explaining that the instrument had a good structure and reliability. Directions for future research and managerial implications of the new construct are discussed.
The Application of Montessori Method in Learning Mathematics: An Experimental Research
Author: Faryadi, Qais
Date: 2017-11-30
Type: Journal Articles
Subjects: Montessori Method,Mathematics Instruction,Foreign Countries,Kindergarten,Control Groups,Experimental Groups,Pretests Posttests,Critical Thinking,Problem Solving,Mathematical Aptitude,Thinking Skills,Hypothesis Testing,Elementary School Students,Elementary School Mathematics,Mixed Methods Research,Observation,Questionnaires,Interviews

The prime objective of this research was to investigate whether the Montessori method of learning helped kindergarten pupils improve their mathematical proficiency, critical thinking and problem-solving skills, besides training them to be responsible learners. Quantitative, qualitative, and observational methods were employed in the investigation. The sample for the study comprised 180 kindergarten pupils from &quot;TadikaBestari Al-Hidayah,&quot; located in Bandar Seri Damansara, Malaysia. The instruments for collecting data were questionnaires, interviews, and field observations. Results from a pre-test and a post-test showed that pupils who used the Montessori method, i.e. the experimental group, outperformed (72.2% passed) their peers who were not ex- posed to the Montessori method (39% passed). The findings indicated that the Montessori method indeed helped learners to improve their mathematical proficiency. This research offers guidelines to future researchers on alternative learning methods, especially for very young children. The findings of this empirical research could be prototyped for learning other subjects.
Language Use, Choice and Transmission: Laz at the Crossroads
Author: Kavakli, Nurdan
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Usage,Turkish,Ethnicity,Self Concept,Language Maintenance,Foreign Countries,Language Minorities,Second Languages,Correlation,Language Proficiency,Language Variation,Language Attitudes,Guides,Language Skill Attrition,Statistical Analysis,Online Surveys

Given its focus on a definitely endangered language as noted by the UNESCO Atlas of the World Languages in Danger, and also marked as being threatened by the Ethnologue, this study aims to scrutinize whether Laz people do, or do not use their ancestral tongue, to identify factors involved in their language choice, and ultimately, to comment on its vitality going forward. Concerns addressed in the study include self-reported proficiency in Laz, ethnic self-identification of Laz speakers in Turkey, the effect of external factors (e.g., place of birth and residence, spouse's ethnicity) on Laz language use, the perception of Laz in Turkey, and the Laz community's preferred revitalization efforts. Correlatively, the data were collected using an online questionnaire, and related statistical analyses were performed. As a result, it is reported that Laz speakers define themselves as the good speakers of the language. Ethnic self-identification of Laz speakers are marked as Laz more than Turkish, Turkish more than Laz, and both respectively. However, Laz language is not a preferred choice of new generation. Even more, Laz language use amidst elders is getting lowered since Laz customs are applied in their daily routines to a lesser extent. Besides, it is noted by the perceptions of Laz residing in Turkey that Laz language is perceived either as a Black Sea dialect, or a variation of Turkish language within the community. The Laz community's preferred revitalization efforts are also drawn to provide insights from a survey-based exploration of the factors associated with Laz language endangerment and maintenance in Turkey.
The Investigation of the Prospective Teachers&apos; Opinions Related to Peer Assessment: A Qualitative Study
Author: Yurdabakan, Irfan
Date: 2016-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Peer Evaluation,Qualitative Research,Positive Attitudes,Negative Attitudes,Constructivism (Learning),Opinions,Foreign Countries,Active Learning,Student Participation

The aim of this study is to analyze the opinions of prospective teachers' opinions on peer assessment. The research was conducted in Buca Education Faculty Primary School Mathematics Department, third grade course &quot;Measurement and Evaluation in Education&quot;. There were in 46 participants in the study (m = 20, f = 26). The study lasted for 5 weeks. The lessons were conducted according to cooperative learning method. At the end of sessions peer assessments were conducted and students' written opinions on the implementation were received. Students' responses were coded with Maxqda12 software program for qualitative research in order to analyze and organize the data. In the end two themes emerged. First were the positive and second were the negative opinions. The positive opinions were grouped under four sub-themes as accurate assessment, perform the task, rating learning, and confidentiality; whereas there were three negative sub-themes as reliability, impartiality, and concern.