ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing a Bilingual Associate Degree Program for Spanish-Speaking Early Childhood Educators
Author: Garcia, Amaya
Date: 2020-06-05
Type: Reports - Evaluative
Subjects: Associate Degrees,Bilingual Education,Spanish Speaking,English (Second Language),Community Colleges,Access to Education,Language of Instruction,Bilingual Teachers,Preschool Teachers,Preschool Education,Infants,Toddlers,Child Care Centers,Child Caregivers,Program Development,Barriers,Student Personnel Services

In 2016, Washington, D.C. passed regulations that sought to increase the education and credentials of the early educator workforce. To meet the needs of Spanish-speaking educators, leaders at the University of the District of Columbia Community College (UDC-CC) collaborated with community stakeholders and organizations, to design and implement a Spanish-English bilingual associate degree program. The program was designed to address academic, bureaucratic, linguistic, and other barriers to obtaining degrees by providing early childhood educators with the opportunity to take courses in Spanish at close to no cost, receive support with the enrollment process, be part of a cohort structure, and continue to work while earning their degrees. This brief will explore the design process, key features, and supports offered to students in the program, with a look at how one local employer worked to help increase access to the program.
Supporting Early Educator Degree Attainment: Takeaways from New America&apos;s Working Group
Author: Lieberman, Abbie
Date: 2020-10-01
Type: Reports - Descriptive
Subjects: Early Childhood Teachers,Preservice Teacher Education,Educational Change,Barriers,Educational Policy,Access to Education,Higher Education

Last fall, with support from the Alliance for Early Success, New America convened the Supporting Early Educator Degree Attainment working group to delve into the barriers institutions of higher education (IHEs) face to serving and preparing early educators and to explore opportunities for reform. The group selected five pressing barriers, identified promising practices to address those barriers, and then examined the policy and institutional levers needed for broader reform. This paper presents the working group's findings and shines a light on 11 of the bright spots that already exist in IHEs around the country.
The Impact of COVID-19 on State Higher Education Budgets: A Tracker of Responses from State Higher Education Systems and Agencies
Author: Nguyen, Sophie
Date: 2020-10-26
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Higher Education,Educational Finance,Budgets,State Boards of Education,State Aid,Federal Aid,Retrenchment,Costs,State Universities,State Colleges

New America and the State Higher Education Executive Officers Association (SHEEO) partnered to track responses of state higher education agencies and systems on how the COVID-19 pandemic has affected state funding for public higher education. The pandemic has depressed economic activity and led to increased costs for states, both of which can affect the availability of funding for public higher education. We will periodically update the tracker as situations change within states.
A Comparative Study between English and Bangla Vowel System
Author: Islam, A. K. M. Mazharul
Date: 2018-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Indo European Languages,Vowels,Teaching Methods,Articulation (Speech),English (Second Language),Second Language Learning,Foreign Countries,Second Language Instruction,Native Language,Difficulty Level,Pronunciation,Speech Communication

This paper briefly investigates the vowel sounds of English and Bangla language. Keeping the supra-segmental features aside, it mainly focuses on the major segmental similarities and differences of the vowel sound system of these two languages. The paper explores the articulatory system in brief and reviews the vowels sounds of English. An effort has been made to pinpoint and enumerate the difficulties faced by the Bangladeshi learners of English. To do that a group of learners is interviewed giving them words in context and without. Interestingly, a considerable portion of the difficulties of the learners might be attributed to the differences of the vowel system of these two languages. Though not complete and detailed, the writing finally leaves some pedagogical suggestions hoping to contribute to the present teaching and learning of English in general and in Bangladesh in particular.
The Case for Investing in Teacher Wellness
Author: Farnesworth, Irene
Date: 2019-00-00
Type: Reports - Research
Subjects: Wellness,Anxiety,Organizational Culture,Social Support Groups,Teacher Attendance,Faculty Mobility,Teacher Burnout,Teacher Salaries

Health and wellness are critical elements of teacher performance, attendance, retention, and ultimately, student achievement. While teacher wellness and stress is a nation-wide concern, data suggest that Oakland Unified School District has particularly high levels of teacher stress and a gap in wellness. While there is a growing understanding in the field of the importance for teachers to be well in order to be effective, less research has been conducted about the personal costs to teachers, and the financial costs to the district, when teachers are unwell. Teacher wellness goes far deeper than physical fitness and mental preparedness for work. While these are critical components of a healthy lifestyle and professional success, research on teacher wellness suggests that workplace culture elements like professional development, supportive school administration, decision-making power, and consistent school policies also are large contributors to teacher wellness. Finally, providing individual-level support to teachers to support them emotionally and professionally can help teachers manage their classrooms and students' needs as well as their own health. This report used a mixed methods approach to understand the opportunities, scope, and costs relating to teacher wellness issues in OUSD and examines: (1) What are the opportunities to improve teacher wellness? (2) How much does the lack of teacher wellness cost the district? and (3) What is the impact of teacher wellness on retention and attendance rates?
Investing in Grow Your Own Teacher Programs: Leveraging State-Level Competitive Grants to Promote Quality
Author: Muñiz, Jenny
Date: 2020-08-13
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Nontraditional Students,Barriers,Grants,Alternative Teacher Certification,Program Development,Program Effectiveness,Financial Support,Social Support Groups,Work Experience,Compensation (Remuneration),Institutional Cooperation,Incentives,Competition,Paraprofessional Personnel,Teacher Aides,Teacher Recruitment,Community Programs,Cultural Background,State Programs,Government Role

For many non-traditional candidates, the path into teaching is riddled with bumps and detours. They must pay for increasingly expensive coursework and certification costs, attend classes that conflict with work schedules, and forgo wages to complete unfunded student teaching requirements. These roadblocks can deter valuable local talent--paraeducators, afterschool staff, substitutes, parents, and students--from becoming teachers. The good news is that a number of states are using competitive grants to expand and strengthen GYO programs, which offer more hospitable pathways into the profession for candidates who share the same communities and demographic backgrounds as their students.
COVID-19 Impact on the Quality of Life of Teachers: A Cross-Sectional Study
Author: Rabacal, Judith S.
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Teaching Conditions,Quality of Life,Well Being,Mental Health,Academic Degrees,Age Differences,Gender Differences,Marital Status,Employment Level,Teacher Salaries,Physical Health,Psychological Patterns,Foreign Countries,Teacher Attitudes

The COVID-19 global health crisis has affected the mental and psychological health and well-being of the people around the world. However, little is known about the impact of COVID-19 among Filipino teachers. This study was conducted to determine the impact of the COVID-19 pandemic on the quality of life (QoL) of professional teachers in the Philippines. A descriptive cross-sectional study was used involving 139 licensed professional teachers. The COVID-19 Impact on Quality of Life (COV19-QoL) was the primary measure used in this study. Descriptive statistics, t-test, and one-way ANOVA were the statistical tools employed to analyze the data. Results indicated a moderate COVID-19 impact on the QoL of the teachers. There was a significant difference in the impact of COVID-19 on QoL by degree program. However, the impact of COVID-19 on QoL did not significantly differ by age, sex, marital status, employment status, monthly salary, presence of a COVID-19 case near their residence, personal knowledge of someone who was infected or died of COVID-19, presence of a medical condition, and perceived threat. The psychological well-being and QoL of teachers must be recognized and teachers must be provided with support as they continue to adapt to the impact brought by the COVID-19 pandemic. This study contributes to the growing literature on the impact of the pandemic. [This paper was published in &quot;Asian Journal for Public Opinion Research.&quot;]
The Baccalaureate and Beyond: An Analysis of Demographics and Labor Market Outcomes of Florida Community College Baccalaureate Graduates
Author: Love, Ivy
Date: 2020-10-00
Type: Reports - Research
Subjects: Outcomes of Education,Bachelors Degrees,Community Colleges,Two Year College Students,College Graduates,Associate Degrees,Demography,Labor Market,Employment Patterns,Wages,Age Groups,Educational Attainment,Age Differences,Racial Differences,Gender Differences

In this report explores the demographic characteristics and labor market outcomes of baccalaureate graduates from the Florida College System and compare them to associate degree graduates in similar fields. Better understanding of who CCB graduates are--including how they may differ from other students--and whether they reap better economic rewards than associate degree graduates will shed light on the value these programs bring to equity, access, and attainment conversations. Using state data on three cohorts of graduates, the report analyzes disaggregated data by race, age group, and gender. The three main sections of this analysis focus on the demographics of graduates in the sample and how they compare to the population of Florida, rates at which graduates are employed or pursue further education, and graduates' wages. This research provides additional data on the outcomes of community college baccalaureate degrees for graduates, which can in turn inform state policy to support and target these types of degree programs.
&quot;Siri&apos;&quot; Culture in Tana Toraja: How to Embed It on Muslim Children in Islamic Education Perspective
Author: Alang, Asrul Haq
Date: 2020-12-00
Type: Journal Articles
Subjects: Islam,Muslims,Religious Education,Barriers,Teaching Methods,Values,Cultural Education,Children,Adolescents,Family Environment,Sociocultural Patterns,Religious Factors,Foreign Countries

The purpose of this study was to determine the process of cultivating siri' cultural values, developing Islamic education in Muslim children in Tana Toraja, also looking at the opportunities and challenges on the cultivation of siri' cultural values in Muslim children in Tana Toraja, The research method used is qualitative research with a naturalistic type. The research location is in Sangalla, Tana Toraja Regency. The data collection method uses observation, interviews, and documentation. Based on the result of the research and the discussions found, siri's cultural values for Muslim children in Tana Toraja towards Muslim children aged 7-18 years are continuous, individually carried out in the household environment and groups carried out in the school community. They are planting siri' cultural values for Muslim children in Tana Toraja in line with Islamic education. Opportunities in cultivating Siri' cultural values for Muslim children in Tana Toraja through socio-cultural/customs environment, dakwah, education activities, and religious harmony are maintained. Siri's cultural values' challenges are the lack of Da'i/ Muballigh and Islamic Education Teachers, customs, and dakwah competition.
Investigation of the Effect of Father Education on the Perception of Fatherhood in the Lifelong Learning Process
Author: Sölen, Yesim
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Education,Fathers,Father Attitudes,Lifelong Learning,Learning Processes,Foreign Countries,Parent Role,Preschool Children

In this study, the perceptions of fathers with children in the preschool period towards the concept of fatherhood, a lifelong learning process, and father education after the father education they received, were examined. The study was carried out with a qualitative research method. The sample of the study consisted of 14 fathers who had children attending two kindergartens in Kocaeli in the 2018-2019 academic year and volunteering to participate in the study. Fourteen fathers in the group were interviewed after the training program was applied. As a result of the face-to-face interviews with the semi-structured interview form, what they expressed about fatherhood, how they expressed themselves as fathers in the lifelong learning process, and their thoughts on participation in father education were obtained. It is known that the father has a critical role in the formation of the child's personality. Father education should be given importance to raise happy and healthy individuals. Today, it has been observed that there is a transition from the patriarchal social structure to modernity, and the fathers' traditional thoughts have changed, and they have started to think more child-oriented. It has been revealed that fathers gain awareness after education and fatherhood is a conscious and learnable phenomenon when an effort is made.
Examination of 10th Grade History Curriculum in Terms of History-Sociology Relation: Case of Turkish High Schools
Author: Kiliç, Pelin Iskender
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,High Schools,Secondary Education,Grade 10,Sociology,Interdisciplinary Approach,Social Change,Social History,Cultural Influences,Social Influences,World History

This study was centered on the fact that the history course given at high school in Turkey was associated with the topics of sociology based on the interdisciplinary approach in the teaching/learning of the concepts and the subjects in the curriculum. In the study, the document analysis method was used. The curriculum of 10th-grade history course was put into practice in the 2017-2018 academic year, and the concepts and the topics in the content of one of the history coursebooks for 10th graders prepared according to this program in the 2018-2019 academic year with the approval of Board of Education and Discipline of the Ministry of National Education were examined based on the relation between history and sociology. The topics such as &quot;Establishment of the Ottoman State, Meaning Attributed to the State by the Turkish Society, Institutions and Organizations, Economic Activities of the Society, Rebellions, Invasions, Conquests, Transition to Rumelia and Settlement, Turkification and Islamization of the Region, and Migration&quot; in the 10th-grade history coursebook are also sociological concepts and phenomena. As a result of this examination, it was determined that sociology would contribute to teaching/learning of the concepts and the topics in the 10th-grade history course, considering particularly the learning outcomes in high schools in Turkey.
Selected Standards from the Common Core State Standards for Mathematics, Grades K-3: My Reasons for Not Supporting Them
Author: Kamii, Constance
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,Elementary School Mathematics,Primary Education,Developmentally Appropriate Practices,Culturally Relevant Education,Guidelines,Mathematics Instruction

The Common Core State Standards, standards in literacy and math for K-12 that have been adopted in more than forty states, are intensifying the academic pressures on young learners. In general, these standards do not reflect how young children learn and are not developmentally appropriate. The author of this essay shows that selected Common Core math standards for Kindergarten-Grade 3 are not grounded in the large body of research on how children learn mathematics. Young children cannot ordinarily grasp mathematical concepts as early as the standards require. To meet the Common Core State Standards, teachers will be forced to teach ideas that sail over children's heads. Children will learn &quot;verbalisms,&quot; memorizing statements they do not understand. They will learn to accept answers on the basis of what teachers and books say and will lose confidence in their own ability to think for themselves. Defending the Early Years is calling for removing kindergarten from the Common Core and for the convening of a task force of early childhood educators to recommend developmentally appropriate, culturally responsive guidelines for supporting young children's optimal learning birth to age 3.
Educational Profile of Central Texas. Policy Brief
Author: Texas Education Research Center
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Data Use,Decision Making,Educational Change,Geographic Regions,Profiles,Outcomes of Education,Academic Achievement,Achievement Gains,Elementary Secondary Education,Higher Education,Partnerships in Education,Alignment (Education)

E3 Alliance is a regional, data-driven education collaborative based in Austin, Texas. Founded in 2006, E3 Alliance acts as a catalyst for change, working to break down barriers and build better alignment across the education continuum. In pursuit of systemic change, E3 Alliance is guided by &quot;The Blueprint for Educational Change,&quot; Central Texas' strategic plan for improving the educational pipeline from 'cradle to career'. This brief describes how E3 Alliance has worked with partners from across the region to enhance progress toward being a truly data driven community. A key component of that work is the Central Texas Education Profile, which allows partners access to data about the progress of all Central Texas students from cradle to career. Using Education Resource Center (ERC) data in the work with E3 Alliance's education partners is showing tremendous return in enhancing the region's access, capability, and culture of data use to improve student outcomes. [This report was written by E3 Alliance.]
The Impact of COVID-19 on Young Children, Families, and Teachers
Author: Jones, Denisha
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Young Children,School Closing,Parents,Early Childhood Teachers,Parent Attitudes,Teacher Attitudes,Employed Parents,Employment Level,Infants,Toddlers,Preschool Education,Kindergarten,Grade 1,Grade 2,Access to Computers,Internet,Online Courses,Distance Education,Expectation,Adjustment (to Environment),Student Adjustment,Coping,Job Security,School Schedules,Time Factors (Learning),Teacher Student Relationship,Stress Variables,Barriers

Defending the Early Years released a survey to better understand the impact COVID-19 has had on young children, their families, and their teachers. Schools, centers, and childcare providers were forced to close their doors as the world implemented social distancing measures to slow the spread of the new deadly virus. This survey was written to capture the experiences of parents and teachers of young children, a population often overlooked when discussing education. The survey contained 39 questions in three sections: demographics, parents, and teachers. Utilizing a mix of open-ended, multiple-choice, and Likert scale questions, respondents were asked about their experience with online learning/remote schooling, including participation, expectations, ease of adjustment, benefits, challenges, and concerns. This report documents the findings based on an analysis of the responses collected. The authors begin by sharing the demographic data. Then they provide an overview of the online learning/remote schooling participation, expectations, and reports of adjustment. Next, they share the benefits, challenges, and concerns of both parents and teachers. Finally, the authors offer some suggestions for parents and teachers based on their understanding of the data. The hope is that by amplifying the voice of parents and teachers of young children, we can continue to protect and invest in childhood.
Better Data, Better Decisions: The Postsecondary Data Partnership Helps States and Institutions Understand Data and Turn It into Action, Making It a Vital Tool to Ensure More Students Complete College
Author: Complete College America
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Partnerships in Education,Data Analysis,Data Use,Research Problems,Educational Practices,Educational Policy,Equal Education,Decision Making,State Government

States' commitments to tackling long standing inequities have been stifled by missing data, long delays, insufficient data-analysis tools, and the excessive reporting burden placed on states and institutions. If states hope to achieve their completion and equity goals, they need access to data that does not leave them guessing--so they can determine the impact of a specific policy or practice, reinforce more equitable outcomes, and base their state's success on a more complete view of student success. In partnership with the National Governors Association (NGA), Complete College America (CCA) helped create the Common Completion Metrics and highlighted the need for disaggregated data. while these efforts have led to critical victories, the fact remains that missing data, long delays, lack of tools for data analysis, and excessive reporting burdens still make it nearly impossible for education leaders to make timely decisions that drive more equitable outcomes. This report examines why the National Student Clearinghouse's Postsecondary Data Partnership is the next evolution in the efforts to make this vision a reality.
Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs
Author: Gubbins, E. Jean
Date: 2020-00-00
Type: Reports - Research
Subjects: Academically Gifted,Talent Identification,English Language Learners,Disproportionate Representation,Gifted Education,Screening Tests,Elementary School Students,Cognitive Tests,Achievement Tests,Scores,Intelligence Tests,Children,Faculty Development,Stakeholders

The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change. [The paper was published in &quot;Journal for the Education of the Gifted&quot; v43 n4 p336-369 2020 (EJ1274125).]