ethanporcaro/eric-fulltext-meta huggingface dataset:
Career Technical Education Pathways Initiative Annual Report
Author: California Community Colleges, Chancellor's Office
Date: 2014-10-28
Type: Reports - Descriptive
Subjects: Community Colleges,Vocational Education,College Programs,Two Year College Students,Disproportionate Representation,Articulation (Education),Career Planning,Career Development,School Business Relationship,Vocational Education Teachers,Teacher Recruitment,Faculty Development,Capacity Building,Elementary Secondary Education,Adult Students,High School Students,Grants,Middle School Students,College School Cooperation,Career Centers,Alignment (Education),State Legislation,Educational Legislation,Annual Reports

California's education system--the largest in the United States--is an essential resource for ensuring strong economic growth in the state. The Career Technical Education Pathways Initiative (the Initiative) became law in 2005 with Senate Bills 70 and 1133 and provided more than $380 million over eight years to improve career technical education (CTE) in California. The Initiative brought together community colleges, K-12 school districts, adult schools, Regional Occupational Centers and Programs (ROCP), employers, workforce investment boards, economic agencies, organized labor, and community partners to strengthen the connection between school and careers. The overarching goal of the Initiative was to better prepare California students to seek and succeed in jobs that require high-level skills and pay high wages, with a particular emphasis on meeting the needs of students in underserved groups. This report highlights the initiatives activities in the 2013-14 fiscal year. These include increasing the number and quality of career pathways and career technical education courses, increasing enrollment in career technical education programs of students in underserved groups, and engaging business and industry groups to collaborate with schools to provide internships.
California Community Colleges: Vital to the Economy
Author: California Community Colleges, Chancellor's Office
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Community Colleges,Job Training,Labor Force Development,Outcomes of Education,School Business Relationship,Partnerships in Education,Internship Programs,Academic Degrees,Certification,Demand Occupations

The California Community Colleges play an important role in boosting the state's economy by serving more than 2.3 million students a year. In fact, one out of three community college students in the U.S. is enrolled in a California community college, making it the nation's largest system of higher education. Their 112 colleges provide students with the knowledge and background necessary in today's competitive job market. With a wide range of educational offerings, the colleges provide workforce training, basic skills courses in English and math, certificate and degree programs and preparation for transfer to four-year colleges and universities. In a difficult economy, a college education is critical. Their campuses also serve as a natural gateway for veterans seeking a degree or job skills to transition to civilian life. This brief report describes how California Community Colleges: (1) fuel California's workforce; (2) provide high return on college education for students and for California; (3) address California's need for college-educated workers; (4) partner with businesses to provide training and specialized internships; and (5) award degrees and certificates in high-demand, high-wage and high-tech fields.
Public Schooling in Southeast Wisconsin: 2013-2014
Author: Yeado, Joe
Date: 2014-10-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,School Districts,Expenditure per Student,Taxes,Income,Enrollment,Enrollment Trends,Minority Group Students,Low Income Students,Achievement Tests,College Entrance Examinations,Graduation Rate,High Schools,Poverty,English Language Learners,College Readiness,Achievement Gap,Student Participation,Hispanic American Students,Open Enrollment,Advanced Placement Programs,Career Readiness,Declining Enrollment,Transfer Students,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 10,Reading Achievement,Mathematics Achievement,Science Achievement,Educational Finance

Over nearly three decades, the Public Policy Forum has collected and analyzed education data to report on the demographics, academic performance, and finances of public schools and districts in southeast Wisconsin. This 29th annual public schools report continues that tradition with updated analyses of new data and trends to shed light on the academic successes and challenges in the region. This report comes at a time of significant change and transition for public schools in the state. Recent years have seen the alignment of curricula to the Common Core State Standards adopted by Wisconsin in 2010. Additionally, state assessments have been aligned to National Assessment of Educational Progress (NAEP) achievement levels. Continuing these efforts, the Smarter Balanced Assessment test in mathematics and reading will be administered to students in the 2014-15 school year. Taken together, these initiatives offer the possibility of a more thorough understanding of how effectively Wisconsin public school students are being educated and how their academic achievement could be improved. These analyses provide a detailed look at K-12 school enrollments and student demographics, including breakouts based on race and ethnicity, socioeconomic status, Open Enrollment, and the Chapter 220 Student Transfer program. The report also includes a special look at English Language Learners (ELL) and their growing population in southeast Wisconsin districts. Overall, this 2014 examination of public schools in southeast Wisconsin shows that academic achievement for the region as a whole continues to lag that of the state, in large measure because of the challenges faced by the region's largest urban districts. Throughout the region, however, there are also plentiful examples of success and progress, which are highlighted in the detailed, district-by-district data tables. Appended are: (1) Glossary of Terms and (2) Union District Breakdown. [This research was made possible by: Alverno College, Southeastern Wisconsin Schools Alliance, Children's Hospital of Wisconsin, Multiple Listing Service, Waukesha County Technical College, Northwestern Mutual Foundation, and Greater Milwaukee Foundation. For the report summary, see ED566693.]
Telecommunications and Technology Infrastructure Program, 2013
Author: California Community Colleges, Chancellor's Office
Date: 2014-08-26
Type: Reports - Research
Subjects: Community Colleges,Telecommunications,Technology Integration,Technology Uses in Education,Internet,Academic Records,Budgets,Grants,Systems Approach,College Admission,Computer Security,Library Automation,Electronic Learning,Information Security,Shared Resources and Services,Video Technology,Videoconferencing,Distance Education,Partnerships in Education,Professional Development,Virtual Universities

This 16th annual report highlights up-to-date information on the programs supported through the Chancellor's Office Telecommunications and Technology Infrastructure Program (TTIP). To summarize 2012-13, one would describe it as a year of planning and preparation. The system-wide budget cuts of the past few years, reports of impacted classes, staff reductions, and students ill-prepared for college-level work led to the development of the Student Success Program and Governor Brown's Online Education Initiative. In addition to delivery of existing technology services, TTIP leadership was instrumental in the development of the final proposals for Common Assessment, Education Planning, and Online Education. The electronic transcript project, eTranscriptCA, was expanded and more colleges than ever are participating. In cooperation with Corporation for Education Network Initiatives in California (CENIC), Internet connectivity speed for some severely underserved colleges was increased. The partnership with CENIC provides high-bandwidth connectivity and enables the system to negotiate a flat rate for service, which is now saving the system as much as $4.1 million annually through the California Teleconnect Fund (CTF). TTIP funding remained steady this year at $15.3 million. TTIP worked with CENIC, the California Public Utilities Commission (CPUC), and the CTF to reduce Internet costs for all colleges in the system and worked diligently to seek out technology-related grants. TTIP will continue working to implement strategies to deal with long-term, lower technology funding levels in coming years.
Public Schooling in Southeast Wisconsin: 2013-2014 [Summary]
Author: Yeado, Joe
Date: 2014-10-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,School Districts,Expenditure per Student,Taxes,Income,Enrollment,Enrollment Trends,Minority Group Students,Low Income Students,Achievement Tests,Grade 4,Grade 8,Grade 10,College Entrance Examinations,Graduation Rate,High Schools

This summary from the &quot;Public Schooling in Southeast Wisconsin: 2013-2014&quot; full report presents the school district performance in a pull-out format. Definitions are provided for the column heading: (1) Total Operations Spending, (2) Property Tax Revenue, (3) Total Enrollment; (4) One-Year Change in Enrollment, (5) Minority Enrollment, (6) Free or Reduced Lunch, (7) 4th, 8th, and 10th Grade Wisconsin Student Assessment System (WSAS) Results, (8) ACT Scores, and (9) Completion Rate. [This research was made possible by: Alverno College, Southeastern Wisconsin Schools Alliance, Children's Hospital of Wisconsin, Multiple Listing Service, Waukesha County Technical College, Northwestern Mutual Foundation, and Greater Milwaukee Foundation. For the full report, see ED566691.]
What Is the Milwaukee K-12 School System? A Comprehensive Overview of the Educational Options Open to Milwaukee Parents
Author: Sandler, Larry
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Public Schools,Private Schools,School Choice,Elementary Secondary Education,Charter Schools,Governance,Institutional Characteristics,Student Characteristics,Racial Differences,Nontraditional Education,Neighborhood Schools,Special Schools,Graduation Rate,Academic Achievement,School Segregation,Minority Group Students,Educational Finance,Disabilities

Throughout much of the nation, parents have a clear-cut choice of where to educate their children--in a public school, at taxpayer expense, or in a private school, at the family's expense. In Milwaukee and some other cities, however, that line is not so clear; students can attend public schools operated by private organizations and private schools that receive public funding, in addition to traditional public and private schools. This report presents a comprehensive overview of the educational options open to Milwaukee elementary and secondary school students, both as a guide to parents seeking to navigate the often-confusing range of options, and as background for policymakers and other interested parties who wish to familiarize themselves with the basics of the city's educational landscape. Schools in Milwaukee can be grouped either by their format--as public schools, charter schools or private schools--or by their governing authorities--the Milwaukee School Board, other public entities, or private organizations.
Student Success Scorecard: 2014 State of the System Report
Author: California Community Colleges, Chancellor's Office
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Achievement Gap,Outcomes of Education,Student Improvement,Accountability,Educational Improvement,Academic Achievement,Educational Trends,Academic Degrees,Student Certification,Associate Degrees,Transfer Rates (College),School Registration,Access to Education,Expenditure per Student,Job Training,Veterans Education,Educational Policy

Community colleges are the primary point of access to higher education in California and the nation. This report, which is part of the Student Success Initiative, aims to provide analysis on how to close achievement gaps, improve outcomes for the system's 2.1 million students and present an unprecedented level of transparency and accountability on student progress and success metrics in public higher education in the United States. This year's report details the impressive strides the California Community Colleges made in 2013-14 to roll back the losses it suffered in the wake of the Great Recession and outlines the areas where there is still work to do.
Stylistics in the Southeast Asian ESL or EFL Classroom: A Collection of Potential Teaching Activities
Author: Gonzales, Wilkinson Daniel Wong
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Learning Activities,Language Styles,Syntax,Lexicology,Phonology,Reading Comprehension,Language Usage,Literature Appreciation,Poetry,Literary Criticism,Critical Thinking,Critical Reading,Oral Reading,Reading Aloud to Others,Vocabulary,Phrase Structure,Imagery,Higher Education

For the past few decades, stylistics has emerged as a discipline that encompasses both literary criticism and linguistics. The integration of both disciplines opened many opportunities for English literature and language teachers to get creative in their teaching--by introducing the stylistic approach in their classrooms. However, in a typical Southeast Asian classroom (Sadiman, 2004), several problems such as the lack of resources, scarcity of quality teaching strategies, time defciency, as well as the unfamiliarity of authentic assessment seem to impede the utilization of the mentioned approach or other learner-centered approaches. Moreover, only limited literature on the analysis, let alone the teaching, of the ballad adopting the stylistic method are evident. This paper could be described as an attempt to address these problems. It provides a fresh perspective in analyzing a well-known 18th century British ballad, &quot;The Charge of the Light Brigade,&quot; in the syntactical/structural, lexical, and phonological aspects of stylistics. It also attempts to explain the evident theme of warfare based on textual evidences in the aforementioned aspects. In addition, it contributes to the existing literature advocating the stylistic approach in both the teaching of language and literature. Furthermore, it provides several potential comprehensive activities that take into account the challenging setting and situation of Southeast Asian English as a Second Language (ESL) or English as a Foreign Language (EFL) classrooms, especially at the tertiary level. This paper also has implications on classrooms that experience the same aforementioned challenges, and is not only limited to the Southeast Asian context.
Maternal Exercise during Pregnancy Increases BDNF Levels and Cell Numbers in the Hippocampal Formation but Not in the Cerebral Cortex of Adult Rat Offspring
Author: Gomes da Silva, Sérgio
Date: 2016-01-15
Type: Journal Articles
Subjects: Mothers,Pregnancy,Exercise,Brain Hemisphere Functions,Brain,Adults,Animals,Cognitive Ability,Spatial Ability,Memory,Inhibition,Laboratory Experiments,Science Experiments,Statistical Analysis,Body Weight,Habituation,Experimental Groups,Control Groups

Clinical evidence has shown that physical exercise during pregnancy may alter brain development and improve cognitive function of offspring. However, the mechanisms through which maternal exercise might promote such effects are not well understood. The present study examined levels of brain-derived neurotrophic factor (BDNF) and absolute cell numbers in the hippocampal formation and cerebral cortex of rat pups born from mothers exercised during pregnancy. Additionally, we evaluated the cognitive abilities of adult offspring in different behavioral paradigms (exploratory activity and habituation in open field tests, spatial memory in a water maze test, and aversive memory in a step-down inhibitory avoidance task). Results showed that maternal exercise during pregnancy increased BDNF levels and absolute numbers of neuronal and non-neuronal cells in the hippocampal formation of offspring. No differences in BDNF levels or cell numbers were detected in the cerebral cortex. It was also observed that offspring from exercised mothers exhibited better cognitive performance in nonassociative (habituation) and associative (spatial learning) mnemonic tasks than did offspring from sedentary mothers. Our findings indicate that maternal exercise during pregnancy enhances offspring cognitive function (habituation behavior and spatial learning) and increases BDNF levels and cell numbers in the hippocampal formation of offspring.
YoungStar in Wisconsin: Analysis of Data as of July 2014. Executive Summary: Key Findings and Analysis
Author: Wisconsin Council on Children and Families
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Child Care,Rating Scales,Early Childhood Education,Educational Quality,Differences,Regional Characteristics,Institutional Characteristics,Young Children,Participation

YoungStar is a five-star quality rating system for child care providers based on education, learning environment, business methods, and practices around child health and well-being. Through this rating system, the state is addressing several key issues in Wisconsin's child care system. The rating system will: (1) Improve the overall quality of child care; (2) Create a clear, understandable tool to help parents choose quality child care; (3) Create incentives for providers to improve services, particularly for low-income children; (4) Link the quality of child care providers to Wisconsin Shares payments; and (5) Help prevent fraud in the Wisconsin Shares system. This summary highlights key findings and provides analysis based on data as of the end of July 2014 from a report tracking the progress of Wisconsin's YoungStar program. [To view &quot;YoungStar in Wisconsin: Analysis of Data as of July 2014. YoungStar Progress Report #5,&quot; see ED566709. ]
Workforce and Economic Development Annual Report, 2011-2012
Author: California Community Colleges, Chancellor's Office
Date: 2013-05-31
Type: Reports - Research
Subjects: Labor Force Development,Economic Development,Community Colleges,State Legislation,Industry,Program Descriptions,College Role,Budgets,Retrenchment,Internship Programs,Employment,Apprenticeships,Statewide Planning,Entrepreneurship,Job Training,Manufacturing,International Trade,Agricultural Occupations,Health Services,Transportation,Energy,Biotechnology,Internet,Telecommunications,Aerospace Education,STEM Education,National Security,Information Technology,Records (Forms)

The California Community Colleges Workforce and Economic Development program (WED program) helps students, incumbent workers, business partners and industries develop skilled competencies in critical industry sectors. As a source for developing and implementing training and curriculum, the WED program is instrumental in helping the community colleges respond to markets in a rapid and flexible manner. This year's annual report to the Legislature highlights the continued relevance and support of the colleges to play an integral role in helping California build its workforce despite budget cuts and stagnant economic growth: (1) 1,266 people received jobs; (2) 17,422 jobs retained; (3) 3,382 businesses served; (4) 16,750 industry certifications; (5) 639 internships; and (6) 172 apprenticeships. Success stories from each of the strategic priority areas are provided to showcase how the regional centers work well with their partners. Statewide Strategic Priority Initiatives are appended.
Exploring Trilingual Code-Switching: The Case of &quot;Hokaglish&quot;
Author: Gonzales, Wilkinson Daniel Wong
Date: 2016-05-00
Type: Speeches/Meeting Papers
Subjects: Multilingualism,Code Switching (Language),Morphology (Languages),Foreign Countries,Cultural Pluralism,English (Second Language),Tagalog,Chinese,Language Variation,Churches,Statistical Analysis,Phrase Structure,Discourse Analysis,Language Research,Family Environment,Educational Environment,Telecommunications,Dining Facilities,Language Usage

This paper presents findings of an initial study on a trilingual code-switching (CS) phenomenon called &quot;Hokaglish&quot; in Binondo, Manila, The Philippines. Beginning with descriptions of multiculturalism and multilingualism in the Philippines, the discussion eventually leads to the description and survey of the code-switching phenomenon among English, Filipino, and Hokkien. Frequency-based findings reveal that, in Hokaglish, CS from Hokkien to English is the most frequent CS combination among the six possible ones and that it is typically found in religious institutions. The study also revealed more instances of intrasentential CS than intersentential ones particularly in households. Also, word level switches are most common while morphological CS almost do not exist in conversations, as findings indicate. Possible reasons for these results will be discussed.
Determinants of Differing Teacher Attitudes towards Inclusive Education Practice
Author: Gyimah, Emmanuel K.
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Differences,Inclusion,Influences,Special Education,Teacher Education,Teacher Characteristics,Likert Scales,Questionnaires

An examination of literature reveals that teacher attitude is fundamental to the practice of inclusive education. In order to verify the extent to which the assertion is applicable in Ghana, 132 teachers were selected from 16 regular schools in the Cape Coast Metropolis using purposive and simple random sampling techniques to respond to a four point Likert scale questionnaire. The Cronbach?s reliability co-efficient of the questionnaire was 0.88 which was deemed conceptually high enough for the study. It emerged from the study that teacher attitude towards inclusive education is greatly affected by a multiple of factors, the highest among which included training and education in special education, teacher knowledge and understanding of inclusion as well as the availability of support services. On the basis of the findings, some recommendations were made to teachers, school administrators and policy makers as well as government to guide the development and implementation of inclusive education.