ethanporcaro/eric-fulltext-meta huggingface dataset:
Guideposts for Success. Second Edition
Author: National Collaborative on Workforce and Disability for Youth (NCWD/Youth)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Access to Education,Educational Quality,Standards,Students with Disabilities,Intervention,Workplace Learning,Work Experience Programs,Career Guidance,Internship Programs,Leadership Training,Caring,Teacher Student Relationship,School Safety,Peer Relationship,Academic Support Services,Student Centered Learning,Individualized Education Programs,Career Development,Ancillary School Services,Family Involvement

Research has identified educational and career development interventions that can make a positive difference in the lives of youth. Work-based learning experiences, preferably connected to curriculum content; student-centered individualized education programs that drive instruction; family involvement in and support of education and career development activities; and linkages to individually determined support services have all been proven, by both practice and research, to lead to the education and employment success of all youth, including youth with disabilities. All youth need: (1) Access to high quality standards-based education regardless of the setting; (2) Information about career options and exposure to the world of work, including structured internships; (3) Opportunities to develop social, civic, and leadership skills; (4) Strong connections to caring adults; (5) Access to safe places to interact with their peers; and (6) Support services to allow them to become independent adults. The National Collaborative on Workforce &amp; Disability for Youth (NCWD/Youth) has identified Guideposts for Success based on what research indicates that all youth need to transition to adulthood successfully. The Guideposts provide: (1) a statement of principles; (2) a direction that will lead to better outcomes for all young people; and (3) a way to organize policy and practice. After providing a detailed list within each Guidepost of what all youth need, the framework then describes additional specific needs pertaining to youth with disabilities. By addressing these specific needs policymakers, program administrators, youth service practitioners, parents, family members, and youth will have access to a foundation that will lead to work, further education, and independent community living.
What You Apply Is Not What You Learn! Examining Students&apos; Strategies in German Capitalization Tasks
Author: Rzepka, Nathalie
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Spelling,German,Punctuation,Nouns,Identification,Language Processing,Pragmatics,Learning Processes,Curriculum Development,Teaching Methods,Learning Analytics,Morphology (Languages),Syntax,Semantics,Learning Strategies,Grammar,Foreign Countries,Error Patterns,Elementary Secondary Education,Integrated Learning Systems,Computer Assisted Instruction

The ability to spell correctly is a fundamental skill for participating in society and engaging in professional work. In the German language, the capitalization of nouns and proper names presents major difficulties for both native and nonnative learners, since the definition of what is a noun varies according to one's linguistic perspective. In this paper, we hypothesize that learners use different cognitive strategies to identify nouns. To this end, we examine capitalization exercises from more than 30,000 users of an online spelling training platform. The cognitive strategies identified are syntactic, semantic, pragmatic, and morphological approaches. The strategies used by learners overlap widely but differ by individual and evolve with grade level. The results show that even though the pragmatic strategy is not taught systematically in schools, it is the most widespread and most successful strategy used by learners. We therefore suggest that highly granular learning process data can not only provide insights into learners' capabilities and enable the creation of individualized learning content but also inform curriculum development. [For the full proceedings, see ED615472.]
Designing and Facilitating Vocational Rehabilitation (VR) Learning Labs
Author: Tredway, Lynda
Date: 2020-00-00
Type: Guides - General
Subjects: Vocational Rehabilitation,Cooperative Learning,Inquiry,Active Learning,Communities of Practice,Professional Development

Vocational Rehabilitation (VR) Learning Labs (LL) are a learning experience in which adults and youth come together to ask questions about something in their work that puzzles or interests them. Sometimes this is call a line of inquiry. Like working in a laboratory, the LL organizers start with a question -- an inquiry -- and a set of outcomes, but they stay open to creative ideas that come from the participants. Like a science laboratory, the organizers have a hunch or hypothesis about the answers to the line of inquiry in LL process. The experiences that the organizers design and use in the VR Learning Lab should support participants to have new ideas and questions about how to proceed in their work. This guide is how to design and facilitate a VRLL.
Say What? Automatic Modeling of Collaborative Problem Solving Skills from Student Speech in the Wild
Author: Pugh, Samuel L.
Date: 2021-00-00
Type: Reports - Research
Subjects: Problem Solving,Cooperation,Middle School Students,High School Students,Automation,Pattern Recognition,Speech,Natural Language Processing,Videoconferencing,Mathematics,Physics,Artificial Intelligence,Computer Uses in Education,Accuracy,Classification

We investigated the feasibility of using automatic speech recognition (ASR) and natural language processing (NLP) to classify collaborative problem solving (CPS) skills from recorded speech in noisy environments. We analyzed data from 44 dyads of middle and high school students who used videoconferencing to collaboratively solve physics and math problems (35 and 9 dyads in school and lab environments, respectively). Trained coders identified seven cognitive and social CPS skills (e.g., sharing information) in 8,660 utterances. We used a state-of-the-art deep transfer learning approach for NLP, Bidirectional Encoder Representations from Transformers (BERT), with a special input representation enabling the model to analyze adjacent utterances for contextual cues. We achieved a micro-average AUROC score (across seven CPS skills) of 0.80 using ASR transcripts, compared to 0.91 for human transcripts, indicating a decrease in performance attributable to ASR error. We found that the noisy school setting introduced additional ASR error, which reduced model performance (micro-average AUROC of 0.78) compared to the lab (AUROC = 0.83). We discuss implications for real-time CPS assessment and support in schools. [For the full proceedings, see ED615472.]
Student-Centric Model of Login Patterns: A Case Study with Learning Management Systems
Author: Mandalapu, Varun
Date: 2021-00-00
Type: Reports - Research
Subjects: Integrated Learning Systems,Interaction,Undergraduate Students,Minority Group Students,College Transfer Students,Student Characteristics,Grade Point Average,Racial Differences,Ethnicity,Behavior Patterns,Intervals,Learning Analytics,Performance Factors,Predictor Variables,Models,Public Colleges

With the increasing adoption of Learning Management Systems (LMS) in colleges and universities, research in exploring the interaction data captured by these systems is promising in developing a better learning environment and improving teaching practice. Most of these research efforts focused on course-level variables to predict student performance in specific courses. However, these research findings for individual courses are limited to develop beneficial pedagogical interventions at the student level because students often have multiple courses simultaneously. This paper argues that student-centric models will provide systematic insights into students' learning behavior to develop effective teaching practice. This study analyzed 1651 undergraduate student's data collected in Fall 2019 from computer science and information systems departments at a US university that actively uses Blackboard as an LMS. The experimental results demonstrated the prediction performance of student-centric models and explained the influence of various predictors related to login volumes, login regularity, login chronotypes, and demographics on predictive models. Our findings show that student prior performance and normalized student login volume across courses significantly impact student performance models. We also observe that regularity in student logins has a significant influence on low performing students and students from minority races. Based on these findings, the implications were discussed to develop potential teaching practices for these students. [For the full proceedings, see ED615472.]
Preparing Young People for the Future: An Evaluation of the Arrangements Made by Scottish Colleges to Deliver the Entitlements of the Senior Phase of Curriculum for Excellence. A Thematic Aspect Report by Education Scotland on Provision in Scotland&apos;s Colleges on Behalf of the Scottish Funding Council
Author: Education Scotland
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Postsecondary Education,Equal Education,Student Diversity,Job Skills,Career Readiness,Job Training,Program Effectiveness,College Role,Transitional Programs,Partnerships in Education,Student Needs,Data Collection,Data Use,School Orientation,School Personnel,Student Attitudes,Age Differences,At Risk Students,Secondary Education,College School Cooperation,Academic Persistence,Student Characteristics,Student Behavior,Skill Development

Curriculum for Excellence (CfE), published in November 2004, states that all young people should be &quot;successful learners, confident individuals, responsible citizens and effective contributors to society and at work&quot;. These are commonly referred to as the 4 capacities of CfE. CfE also recommends that the curriculum should be designed using the principles of challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and, relevance&quot;. The senior phase of CfE refers to ages 15 to 18 years and is the period when young people can build a portfolio of qualifications, and develop skills for learning, life and work . For many young people, the senior phase is undertaken almost entirely within a secondary school setting. However, increasing numbers of learners in this age group are choosing to undertake their senior phase wholly or partly within a college setting. Colleges are required to embed the senior phase entitlements within programmes. Full-time learning opportunities in colleges therefore must also embed the senior phase entitlements. The 'Commission for Developing Scotland's Young Workforce' in its report &quot;Developing the Young Workforce (DYW)&quot; June 2014 , made the following recommendations to Scottish Government: (1) Pathways should start in the senior phase which lead to industry recognised vocational qualifications (recommendation 1); (2) A focus on preparing all young people for employment should form a core element of the implementation of CfE (recommendation 2); and (3) Scotland should embed equality education across CfE (recommendation 26). This report evaluates how well these recommendations are being supported within the college sector through answering the following high level questions: (1) How well are 16-18 years olds being prepared for transition to vocational education and training through effective senior phase planning? (2) How well do full-time college programmes provide 16-18 years olds with senior phase entitlements? and (3) How well is equality and diversity being embedded across senior phase programmes in colleges?
Program Growth and Graduate Employment Outcomes of Washington&apos;s Applied Baccalaureate Degrees. Research Report 17-4
Author: Washington State Board for Community and Technical Colleges
Date: 2017-08-00
Type: Reports - Research
Subjects: Community Colleges,Technical Education,Associate Degrees,Bachelors Degrees,College Graduates,Educational Attainment,Educational Policy,Labor Needs,Two Year College Students,Low Income Groups,Student Characteristics,Proximity,School Location,Educational Opportunities,Certification,Employment Potential,Access to Education,Skilled Workers,Work Experience,Salaries,Job Placement,Program Development,Trend Analysis,Educational Trends,Outcomes of Education,Industry,Enrollment Trends,Classification,Race,Gender Differences

Washington's community and technical colleges (CTCs) play an important role in producing baccalaureate degree graduates in the state through the applied baccalaureate (AB) degree. The key policy goals of the AB degree in Washington state are to increase educational attainment for students and meet employer demand. Compared to the traditional university student population, community college students are more likely to be working adults with families, low-income, students of color, and place-bound to their geographic area. For many of these students, it is challenging to pursue a baccalaureate program without a four-year institution near home due to conflicting priorities of work and family. In this regard, having a baccalaureate degree program available at a local community college increases the educational attainment opportunity for students who might not be able to pursue one otherwise, thus supporting statewide goals of increased baccalaureate degree production. The AB degree also provides another educational step for students who have completed workforce-specific professional-technical certificates and associates degrees. Because they are designed to directly help students get jobs, professional-technical degree programs are also typically comprised of older, low-income, first generation, working adults and consequently fulfill a powerful role in increasing access to higher education for historically underserved populations at the community college level. The primary goal for each of these degrees is to match local employer needs with skilled workers to fill necessary gaps in the workforce. This study provides an annual update on program growth and completions and expands upon prior employment outcomes evaluations. It further investigates the role of prior work experience and industry change as a factor in earnings and job placement. Specifically, the following research questions are addressed: (1) What is the pattern of program growth? (2) What are the demographics of students in applied baccalaureate degree programs and how have they changed over time? (3) What are the degree completion outcomes for students by program? (4) What are the employment earnings outcomes for students following degree completion? Do the outcomes vary by program? and (5) For students who are employed prior to enrollment, do they return to the same industry following degree completion?
Pre-Service English Teachers&apos; Acceptance and Use of Social Networks for Teaching Purposes
Author: Bagci, Hakki
Date: 2018-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Technology Integration,Social Networks,Social Media,Electronic Learning,Expectation,Intention,Prior Learning,Predictor Variables,English (Second Language),Second Language Instruction,Public Colleges,Foreign Countries

Online learning opportunities provide students with a chance to have education regardless of time and space. Accordingly, pre-service teachers should be familiar with the use of social networks for both their own learning and also for teaching purposes. In this way, they can utilise social networks efficiently to improve their teaching and the first step in this is the acceptance and attitudes. Accordingly, this study aims to unearth pre-service English teachers' acceptance and use of online social networks for teaching purposes. 140 pre-service English teachers studying at two state universities in Istanbul and Sakarya in the academic year of 2017-2018 make up the participants. The participants are selected through convenience sampling. As for data collection, The Scale of Acceptance and Use of Social Networks for teaching Purposes, developed by Kuzu-Demir and Akbulut (2017), was used. The data collected through this scale was analysed using percentage, frequency, independent sample t-test and variance analysis. The findings show that the acceptance and use of social networks for teaching purposes is high and the participants have a high acceptance for the use of them for teaching purposes. Moreover, the level of acceptance for 3 of the subcomponents (performance expectancy, effort expectancy and behavioural intention) are found to be high while it is medium for social influence. [Paper presented at International Congress on Science and Education (Afyonkarahisar, Turkey, Mar 23-25, 2018).]
America&apos;s Children: Key National Indicators of Well-Being, 2021
Author: Federal Interagency Forum on Child and Family Statistics
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Well Being,Family Environment,Social Environment,Economic Factors,Socioeconomic Status,Access to Health Care,Physical Environment,Child Safety,Child Behavior,Family Structure,One Parent Family,Child Care,Language Usage,English Language Learners,Immigrants,Adolescents,Early Parenthood,Child Abuse,Poverty,Income,Parents,Employment Level,Hunger,Health Insurance,Immunization Programs,Dental Health,Pollution,Smoking,Water,Hazardous Materials,Housing,Crime,Victims of Crime,Violence,Injuries,Death,Children,Drug Abuse,Alcohol Abuse,Sexuality,Reading,Mathematics Achievement,Reading Achievement,High School Graduates,High School Students,Course Selection (Students),College Attendance,Premature Infants,Body Weight,Infant Mortality,Emotional Problems,Behavior Problems,Depression (Psychology),Eating Habits,Dietetics,Obesity,Diseases,Physical Activity Level,Age Differences,Racial Differences,Ethnicity

This year's Federal Interagency Forum on Child and Family Statistics' (Forum) report provides the Nation with carefully selected key national indicators of children's well-being and monitors changes in these indicators. The purposes of this report are to improve reporting of Federal data on children and families; make the most relevant data on the well-being of children and their families available in an easy-to-use, nontechnical format; stimulate discussions among policymakers, data providers, and the public; and cultivate relationships between the statistical and policy communities. It presents 41 key indicators on important aspects of children's lives. These indicators are drawn from the most reliable Federal statistics, are easily understood by broad audiences, are objectively based on substantial research, are balanced so that no single area of children's lives dominates the report, are measured often to show trends over time, and are representative of large segments of the population rather than one particular group. The report continues to present key indicators in seven domains: (1) family and social environment; (2) economic circumstances; (3) health care; (4) physical environment and safety; (5) behavior; (6) education; and (7) health. To ensure that the information stays relevant, the Forum periodically revises indicators, data sources, and features to maintain the relevance of the report. [For &quot;America's Children in Brief: Key National Indicators of Well-Being, 2020,&quot; see ED609006.]
The Community Schools Research Agenda
Author: Institute for Educational Leadership (IEL)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Community Schools,Educational Research,Research Needs,Theory Practice Relationship,Research and Development

In collaboration with the University of Pennsylvania's Netter Center for Community Partnerships, IEL's Coalition for Community Schools Research Practice Network hosted a three-day virtual convening in July 2020 to develop a national Community Schools Research Agenda. The convening, &quot;Powerful Learning: How Community Schools Support Learning and Thriving Students, Families, and Communities&quot; brought together over 60 multi disciplinary researchers and practitioners who have contributed to the community schools knowledge base. Participants spent time in facilitated break out groups co-creating a national research agenda for community schools, and brainstormed topics, questions, processes, and methods to prioritize as we seek to grow and support the community schools movement. Finally, participants considered how to enact the Research Agenda and articulated their individual role in advancing the work. [This report was produced in collaboration with the University of Pennsylvania's Netter Center for Community Partnerships.]
Putting Policy into Practice: State Actions for the Postsecondary Success of Student Parents. Issue Brief
Author: National Governors Association
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Parents,COVID-19,Pandemics,Student Needs,Access to Education,Data Use,Agency Cooperation,Institutional Cooperation,Paying for College,State Policy,State Officials,Barriers,School Community Relationship,Welfare Services,Leadership Responsibility,Student Financial Aid,Federal Aid,School Culture,Student Personnel Services

Nearly a quarter of all undergraduate students in the U.S. are parents. All parents, especially younger parents and those returning to school after years in the workforce, face a system that was not designed to accommodate their needs as caretakers. The needs of student parents have become even more acute during the COVID-19 pandemic, which has forced many parents to reconsider, postpone or cancel their postsecondary education plans due to unexpected childcare, schooling needs or other associated hardships. With generous support from the Annie E. Casey Foundation, the National Governors Association's Center for Best Practices (NGA Center), in partnership with Ascend at the Aspen Institute, convened and hosted a roundtable of experts focused on the postsecondary attainment of student parents. This brief summarizes insights from the roundtable and offers actionable strategies for Governors to explore as they commit to more intentionally serving student parents, including by: (1) using data more effectively; (2) facilitating collaboration across agencies and institutions; (3) helping overcome longstanding or unexpected financial obstacles; and (4) leading on cultural change and collaborations with community-based organizations. This brief highlights the lived experience of student parents and offers strategies that can help Governors better serve an important segment of the nation's postsecondary student population.