ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing Persistently Underperforming Schools: Evidence and Common Challenges
Author: Campbell, Christine
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Underachievement,Educational Improvement,Change Strategies,Educational Change,Governance,School Personnel,Charter Schools,Educational Quality,School Closing,School Turnaround,Personnel Selection,Educational Innovation,Public Education

This brief provides an overview of five strategies used for persistently underperforming schools that demand significant changes to how schools are organized. It draws upon published research, as well as the experiences of cities pursuing different types of improvement strategies. None of the five strategies offer a surefire way to improve schools, but any of them is more likely to succeed when operating under the right circumstances. Pursuing multiple strategies, making the most of the capacities that exist across both the district and charter sectors, and regularly taking stock of what is working increase the odds that cities will find success. Three of the five strategies are designed to restructure schools through new governance and staffing arrangements. These include: (1) school reconstitution; (2) innovation zones; and (3) charter conversion. Two other strategies are designed to help students enroll in better schools: (1) school closure based on persistent low performance; and (2) requests for proposals for new schools. The brief concludes with questions that leaders can use to guide and assess implementation.
Attitude towards Neural Basis of Thinking about Thinking: Development and Standardization of Neurocognitive Attitude Scale
Author: R., Sridhar
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Attitude Measures,Cognitive Processes,Brain,Test Construction,Secondary School Students,Secondary School Science,Test Validity,Test Reliability

The essential objective of the present examination was to build and institutionalize a Neurocognitive Attitude Scale (NAS) for the science understudies in optional level. The underlying draft of NAS was comprised of 16 neurostatements, of which thirteen things were positive and staying three things were negative. The neurostatements were readied in light of the fundamental life structures, basic anatomy of the brain, structure and function of the brain, data preparing in the human mind, standards of neuroscience and part of neurocognitive learning methodology in training. An aggregate of 106 respondents were taken an interest in this investigation and having a place with five distinct schools of Chennai and Thiruvallur locale of Tamilnadu, India in this pilot study. The gathered information was transferred in Microsoft excel spreadsheet 97-2013 exercise manual for factual investigation. This scale was institutionalized by utilizing Cronbach Alpha method. The reliability, inter-item correlation and covariance matrices, item-total and scale statistical tests were performed with the help of SPSS programming. After thing investigation 15 neurostatements with more than 0.7 were chosen for the final study. The recently built scales have face, content and construct validity. The reliability coefficient was found 0.699. Our investigation revealed that the perspective towards neurocognition to the understudies in progressing neural premise of thinking towards learning and strong in their creative methodology for learning and change in scholastics.
Project Based Learning Using Power System Training Device
Author: Fujita, Goro
Date: 2017-03-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Engineering Education,Power Technology,Electronics,Equipment,Manufacturing,Student Developed Materials,Training,Visualization,Measurement,Design

For an electrical engineer, training of power system configuration and operation is an essential problem. This paper proposes new training device which consists of separated circuit blocks (module). For example, induction generator, inverter, capacitor, measurement, are used. The trainee selects and assembles them to build a circuit then easy to conduct an experiment. This methodology is effective for group work so as it may be used for PBL (Project Based Learning) program. The concept and required skill to build this device are introduced in this paper.
Extent of Principals&apos; Utilization of Committee System in the Administration of Secondary Schools
Author: Chidi, Nnebedum
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Committees,School Administration,Secondary Schools,Educational Malpractice,Athletics,Teacher Motivation,Attendance,Discipline,Administrator Characteristics,Organizational Effectiveness,Teacher Attitudes,Leadership Styles

The study investigated the extent of principals' utilization of committee system in the administration of secondary schools. Prevalence of examination malpractices, irregular sporting activities, inadequate motivation of staff, lateness and absenteeism among staff and students prompted this study. The study adopted descriptive survey research design using questionnaire administered to 280 respondents. Data was analyzed using mean and standard deviation and t test was used for testing the hypotheses at 0.05 level of significance. The study found among others that there was low extent of principals' utilization of disciplinary committee in the administration of secondary schools. It also found that there is no significant difference in the mean ratings of more-experienced and less-experienced principals on their utilization of sports committee in the administration of secondary schools. Based on the findings, conclusion and recommendations were made.
Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 1. How We Got Here: Lawsuits, Studies, and Inaction
Author: Villanueva, Chandra
Date: 2018-01-00
Type: Collected Works - Serial
Subjects: Educational Finance,Court Litigation,State Legislation,Public Schools,State Courts,Financial Support,Taxes,State Aid,Local Government,Educational Policy,Socioeconomic Influences,School Districts,School District Wealth,Budgets,Elementary Secondary Education

Beginning in 2018, the Texas Commission on Public School Finance, comprised of 13 members inside and outside of the legislature, will begin the task of studying and making recommendations to improve the school finance system. This five-part series prepares readers to engage with lawmakers and the school finance commission by providing background on past school finance commissions, the strengths and challenges of the current finance system, and recommendations for improvements. Part 1 of this series covers: (1) Past school finance litigation; (2) The legislature's response to the 2016 Texas Supreme Court ruling; (3) An overview of the newly created Texas Commission on Public School Finance; and (4) Past studies and commissions tasked with improving the school finance system. [For the other reports in this series: &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 2. Leveling the Playing Field: Ensuring Fair Access to Education Funding,&quot; see ED586272; &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 3. Money in Education Matters: Determining the Cost of a High Quality Education,&quot; see ED586273; &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 4. Funding Schools is a Shared Responsibility: Finding a Balance between State and Local Funding Sources,&quot; see ED586274; and &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 5. Education Costs Money, but Ignorance Costs More: Developing a Revenue System Capable of Funding High Quality Education Today and Tomorrow,&quot; see ED586275.]
Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 2. Leveling the Playing Field: Ensuring Fair Access to Education Funding
Author: Villanueva, Chandra
Date: 2018-02-00
Type: Collected Works - Serial
Subjects: Educational Finance,Public Schools,Financial Support,Taxes,State Aid,Local Government,Socioeconomic Influences,School Districts,School District Wealth,Educational Equity (Finance),Resource Allocation,Student Needs,Special Needs Students,Funding Formulas,Real Estate,Budgets,Elementary Secondary Education

Beginning in 2018, the Texas Commission on Public School Finance, comprised of 13 members inside and outside of the legislature, will begin the task of studying and making recommendations to improve the school finance system. This five-part series prepares readers to engage with lawmakers and the school finance commission by providing background on past school finance commissions, the strengths and challenges of the current finance system, and recommendations for improvements. Part 2 of this series examines the primary ways the playing field is uneven between districts and students, how the formulas attempt to level out access to funding, and recommendations for improving equity, or fairness, between districts. [For the other reports in this series: &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 1. How We Got Here: Lawsuits, Studies, and Inaction,&quot; see ED586271; &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 3. Money in Education Matters: Determining the Cost of a High Quality Education,&quot; see ED586273; &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 4. Funding Schools is a Shared Responsibility: Finding a Balance between State and Local Funding Sources,&quot; see ED586274; and &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 5. Education Costs Money, but Ignorance Costs More: Developing a Revenue System Capable of Funding High Quality Education Today and Tomorrow,&quot; see ED586275.]
Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 3. Money in Education Matters: Determining the Cost of a High Quality Education
Author: Villanueva, Chandra
Date: 2018-03-00
Type: Collected Works - Serial
Subjects: Educational Finance,State Legislation,Public Schools,Financial Support,State Aid,Socioeconomic Influences,School Districts,Educational Quality,Budgets,Resource Allocation,Elementary Secondary Education,Class Size

Beginning in 2018, the Texas Commission on Public School Finance, comprised of 13 members inside and outside of the legislature, will begin the task of studying and making recommendations to improve the school finance system. This five-part series prepares readers to engage with lawmakers and the school finance commission by providing background on past school finance commissions, the strengths and challenges of the current finance system, and recommendations for improvements. Part 3 of this series explores the research on money in education, the consequences of the $5 billion funding hole created by the 2011 Legislature, and recommendation that this commission determine the cost of providing a high-quality education for all students. [For the other reports in this series: &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 1. How We Got Here: Lawsuits, Studies, and Inaction,&quot; see ED586271; &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 2. Leveling the Playing Field: Ensuring Fair Access to Education Funding,&quot; see ED586272; &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 4. Funding Schools is a Shared Responsibility: Finding a Balance between State and Local Funding Sources,&quot; see ED586274; and &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 5. Education Costs Money, but Ignorance Costs More: Developing a Revenue System Capable of Funding High Quality Education Today and Tomorrow,&quot; see ED586275.]
Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 4. Funding Schools is a Shared Responsibility: Finding a Balance between State and Local Funding Sources
Author: Villanueva, Chandra
Date: 2018-02-00
Type: Collected Works - Serial
Subjects: Educational Finance,State Legislation,Public Schools,Financial Support,Taxes,State Aid,Local Government,Educational Policy,Socioeconomic Influences,School Districts,School District Wealth,Budgets,Elementary Secondary Education

Beginning in 2018, the Texas Commission on Public School Finance, comprised of 13 members inside and outside of the legislature, will begin the task of studying and making recommendations to improve the school finance system. This five-part series prepares readers to engage with lawmakers and the school finance commission by providing background on past school finance commissions, the strengths and challenges of the current finance system, and recommendations for improvements. Part 4 of this series explores how the state relies on rising property values to fund schools and recommendations for finding balance between the state and local share of school funding. [For the other reports in this series: &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 1. How We Got Here: Lawsuits, Studies, and Inaction,&quot; see ED586271; &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 2. Leveling the Playing Field: Ensuring Fair Access to Education Funding,&quot; see ED586272; &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 3. Money in Education Matters: Determining the Cost of a High Quality Education,&quot; see ED586273; and &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 5. Education Costs Money, but Ignorance Costs More: Developing a Revenue System Capable of Funding High Quality Education Today and Tomorrow,&quot; see ED586275.]
Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 5. Education Costs Money, but Ignorance Costs More: Developing a Revenue System Capable of Funding High Quality Education Today and Tomorrow
Author: Villanueva, Chandra
Date: 2018-08-00
Type: Collected Works - Serial
Subjects: Educational Finance,Court Litigation,State Legislation,Public Schools,State Courts,Financial Support,Taxes,State Aid,Local Government,Educational Policy,Socioeconomic Influences,School Districts,School District Wealth,Budgets,Elementary Secondary Education

Beginning in 2018, the Texas Commission on Public School Finance, comprised of 13 members inside and outside of the legislature, will begin the task of studying and making recommendations to improve the school finance system. This five-part series prepares readers to engage with lawmakers and the school finance commission by providing background on past school finance commissions, the strengths and challenges of the current finance system, and recommendations for improvements. Part 5 of this series highlights the legal challenges that led to greater investments in our schools, the choices the Legislature has made to limit the amount of revenue available for schools and other state priorities, and options for improving the state's revenue system. [For the other reports in this series: &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 1. How We Got Here: Lawsuits, Studies, and Inaction,&quot; see ED586271; &quot;&quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 2. Leveling the Playing Field: Ensuring Fair Access to Education Funding,&quot; see ED586272; &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 3. Money in Education Matters: Determining the Cost of a High Quality Education,&quot; see ED586273; and &quot;Investing in Our Future: What You Need to Know as Texas Re-Examines the School Finance System. Part 4. Funding Schools is a Shared Responsibility: Finding a Balance between State and Local Funding Sources,&quot; see ED586274.]
Vocational Education and Training in Bulgaria. Short Description
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Influences,Demography,Economic Factors,Labor Market,Educational Attainment,Employment,Educational Finance,Training,Governance,Teachers,Educational Policy,Employment Qualifications,Job Skills,National Standards,Curriculum,Quality Assurance,Nonformal Education,Informal Education,Access to Education,Secondary Education,Postsecondary Education,Higher Education

This short description examines vocational education and training (VET) in Bulgaria. The overall aim is to help build bridges between VET systems, encourage learner and teacher mobility across Europe, and foster the understanding that Bulgaria's VET is first rate. Four sections focus on: (1) External factors influencing VET (demographics, economy and labor market indicators, educational attainment, and employment policies); (2) Provision of VET (VET in the national education and training system, financing VET, other forms of training, VET governance, teachers and trainers, and recent policy changes); (3) Shaping VET qualifications (anticipating skills needs, VET professions, state educational standards for VET, VET curricula, national qualifications framework, managing qualifications, validation for nonformal and informal learning, and quality assurance); and (4) Promoting VET participation (campaigns and easy-to-access registers, incentives for enterprises, guidance and counseling, and key challenges and opportunities).
Establishing Universal Access to Prekindergarten as a Constitutional Right. Briefing Guide
Author: Columbia University, Center for Educational Equity (CEE)
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Access to Education,Preschool Education,Public Education,Civil Rights,Legal Responsibility,Cost Effectiveness,Politics of Education,Educational Finance

A wealth of new research and political developments around the country support the position that pre-K must be accessible to all children at age three as a core part of their right to a free public education. This brief offers the case for establishing a right to universal pre-K in three parts: (1) The rationale: A review of the evidence showing that pre-K can be successfully mounted on a large scale and documenting its educational, social, and economic benefits for children, the educational system, and society at large; (2) The definition of the constitutional right to universal pre-K that needs to be established as well as the essential elements of the educational opportunities that such a right would entail; and (3) The legal strategy: A national overview of the current state of the law on access to pre-K services as a constitutional right, based on an analysis of constitutions and legal decisions, and a review of state laws and policy documents. Building on these precedents, this brief suggests a legal strategy for establishing universal access to pre-K as a constitutional right. A sidebar presents such efforts by the state of New York. [Additional support was provided by Early Childhood Partners.]
Skills Brokers in the San Francisco East Bay: Challenges and Opportunities for Creating Equitable Cross-Sector Collaboration through Workforce Intermediaries
Author: Herberg, Jeremias
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: STEM Education,Job Skills,Skill Development,Industry,School Business Relationship,Labor Force Development,Cooperation,Supply and Demand,Industrial Education,Technology,Socioeconomic Influences,Career Development,Cooperative Planning,Facilitators (Individuals),Secondary Education,Postsecondary Education

This study provides a critical appraisal of intermediaries in demand-driven workforce development. In San Francisco East Bay, an emerging set of workforce intermediaries -- here called the &quot;Skills Brokers&quot; -- recently take issue in alleged Skills Gaps to create a cross-sector reform agenda. They seek to connect the supply and demand for STEM skills to mediate between the booming technology industries and educational crises. Against the backdrop of structural education-industry interconnections, however, the report suggests a shift in focus. It is argued that the Skills Brokers are valuable in facilitating boundary-crossing collaboration, but their orientation towards employer demands may perpetuate educational inequities while downplaying employer responsibilities. An altered focus on supporting upward-mobility pathways requires a more proactive role by Skills Brokers that scrutinizes and shapes employer demands.
Analysis and Overview of NQF Level Descriptors in European Countries. Cedefop Research Paper. No 66
Author: Grm, Slava Pevec
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Educational Indicators,Foreign Countries,Competence,Knowledge Level,Standards,Employment Qualifications,Curriculum,Articulation (Education),Labor Market,Job Skills,Comparative Education,Quality Assurance,Professional Recognition,Evaluation Criteria,Summative Evaluation,Futures (of Society),Definitions

During the past decade, national qualifications frameworks (NQFs) have been developed and implemented across Europe. Triggered by the adoption of the European qualifications framework (EQF) in 2008, these frameworks draw attention to the outcomes of education and training, focusing on what learners are expected to know, understand and are able to do. Learning outcomes-based level descriptors are essential to these frameworks. While technical in their character, these descriptors not only help to define and map the (vertical) level of complexity of a particular qualification, they also help to clarify its (horizontal) orientation, be this on theoretical knowledge, practical skills and/or transversal competences. Level descriptors are thus important reference points, aiming to reinforce the learning outcomes orientation of education, training and qualification systems. This publication provides an updated overview of NQF level descriptors of 39 countries participating in EQF implementation. It celebrates the 10th anniversary of the EQF process in 2018 and its contribution to transparency and comparability of European qualifications. It shows the progress made in this area and challenges ahead.
When Youth Feel Unsafe: Brief Insights on the Cognitive and Academic Effects of Exposure to Violence. Point of View
Author: America's Promise Alliance, Center for Promise
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Child Safety,Violence,Well Being,School Safety,Victims,Weapons,Adolescents,Mental Disorders,Children,Child Health,Environmental Influences,School Role,Community Role

When children and youth feel unsafe, adults need to act. The damaging effects that feeling unsafe and being exposed to violence have on young people and their ability to succeed are well-established. These scientific insights make clear the urgency with which the people of this country must intervene in schools and communities to change the perceived and actual safety of young people for the better. When lack of safety exists, schools and communities need to be equipped with the human capital and capacity to identify when youth are struggling and resolve the issues that impact them. Given the severe cognitive and academic impacts, young people cannot afford inaction in the face of violence.