ethanporcaro/eric-fulltext-meta huggingface dataset:
Career and Technical Education Teachers and Schools: Results from the 2011-12 Schools and Staffing Survey
Author: Hensley, Elizabeth
Date: 2017-06-00
Type: Reports - Research
Subjects: National Surveys,Elementary Secondary Education,Vocational Education,Career Education,Technical Education,Teacher Supply and Demand,Teacher Education,Teacher Certification,Faculty Development,Teaching Conditions,Job Satisfaction,Statistical Data,Public Schools,High Schools,Secondary School Teachers,Comparative Analysis,Labor Force,Teacher Salaries,Locus of Control,Institutional Characteristics,Charter Schools,Teacher Distribution,Gender Differences,Age Differences,Statistical Analysis

This report uses data drawn from the 2011-12 Schools and Staffing Survey (SASS:12), administered by the National Center for Education Statistics (NCES) in the U.S. Department of Education, to present an in-depth look at the career and technical education (CTE) teaching profession today. The purpose of this report is to provide policymakers and practitioners with information about such critical issues as CTE teacher supply and demand, preparation, certification pathways, professional development experiences, working conditions, and job satisfaction. This report provides national statistics, as well as regional breakdowns on some measures, and serves as a source of information for questions related to the recruitment, training, and distribution of CTE teachers in public high schools. The report describes CTE teachers in public high schools and compares them with public high school teachers overall and with non-CTE public high school teachers. In addition, the report presents comparisons among CTE teachers by their CTE main teaching assignment field--occupational education (OCC), family and consumer sciences education (FCSE), and general labor market preparation (GLMP)--and, among OCC teachers, by their specific occupational field. The report also offers a preliminary look at how the number and mix of CTE teachers changed between school year (SY) 2007-08 and SY 2011-12. Because CTE teachers work in a variety of settings, including CTE-focused schools, comprehensive high schools (or &quot;regular&quot; high schools, as referred to by SASS:12), charter high schools, and other types of high schools, results from comparisons among these school categories are also presented. The measures reported can serve as benchmarks for state and local officials to compare their CTE teacher pipelines and professional development practices with the broader national context. Some of the key findings are summarized.
Little Evidence and Big Consequences: Understanding Special Education Voucher Programs
Author: Braun, Matthew
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Special Education,Educational Vouchers,State Programs,Program Effectiveness,Outcomes of Education,Educational Quality,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Educational History,Eligibility,Accountability,Income,Socioeconomic Status,Evidence

This report examines the characteristics of state special education voucher programs along with the evidence base on their impact, effectiveness, and quality. The report, which finds that the program characteristics differ considerably across states and that the research is small, dated, and often funded by voucher proponents, identifies major questions and concerns about these programs that have yet to be fully addressed by researchers or policymakers. [This report was written with assistance from Diane Stark Rentner, Matthew Frizzell, and Maria Ferguson.]
The Potential Role of Social Innovation Financing in Career and Technical Education
Author: Overholster, George
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Vocational Education,Career Education,Human Capital,Innovation,Private Financial Support,Intervention,Resource Allocation,Social Change,Success,Bond Issues,Case Studies,Juvenile Justice,Program Effectiveness,Federal Government,Federal Legislation,Outcomes of Education,Secondary Education,Educational Finance,Postsecondary Education

A new class of financial tools is being developed to promote human capital investments that benefit society. Social innovation financing (SIF) entails raising private capital to support promising social interventions, with the expectation that those providing the funding will eventually be repaid. Funds are allocated based on service providers' achievement of measurable improvements in social conditions, under what is termed a pay for success (PFS) contracting model. Social impact bonds (SIBs) provide the upfront working capital for PFS contracts. This working capital is needed because a delay in payments is inherent in the PFS approach as it can take years to determine if it has achieved successful outcomes. Leveraging private-sector resources to finance government investments can dramatically expand the funding available for service delivery. Moreover, because the upfront costs and risks of implementing social programs are borne by outside agents, taxpayers are not required to make payments for the programs unless they produce an agreed-upon set of outcomes. SIF has the added advantage of providing funders with some assurance that their money will be invested responsibly. This is because well-designed SIF projects that incorporate PFS-SIB approaches target programs that: (1) are research-backed; (2) are implemented by trained professionals vetted by investment officers; (3) produce measurable outcomes for participants; (4) include an evaluation component to measure impact; and (5) offer the potential of some return on investment. PFS-SIB investments to date primarily have been directed at addressing the needs of high-risk populations (e.g., prison inmates, juvenile delinquents) for which social investments may reap substantial returns. The potential applications of SIF in educational and workforce training programs for other populations are as yet unknown. This paper introduces the PFS and SIB concepts, describes their applications nationwide, and explores their potential for generating resources that can be used to finance the delivery of high-quality career and technical education (CTE) programming. State and local policymakers can use the principles presented in this paper to develop new applications for this innovative, yet still emerging method of social service procurement.
Skills for a Changing World: National Perspectives and the Global Movement
Author: Care, Esther
Date: 2017-04-00
Type: Reports - Research
Subjects: Skills,Educational Needs,Skill Analysis,Skill Development,Stakeholders,Interviews,Focus Groups,Parent Attitudes,Community Attitudes,Teacher Attitudes,Administrator Attitudes,Success,Student Development,Child Development,Academic Achievement,Personality Traits,Institutional Characteristics,Community Characteristics,Systems Analysis,Foreign Countries,Qualitative Research,Phenomenology

The Skills for a Changing World project presents evidence of a movement of education systems globally toward a more explicit focus on a broad range of skills that our 21st century society needs and demands. This movement can be seen in the vision and mission statements of education systems as well as through their curricula. Although clearly endorsed at the policy level, implementation is just beginning in some countries. The issues surrounding this, particularly in the context of within-country social and economic changes, are brought to light in this report by a study of education stakeholders in four countries--Mexico, South Africa, Kenya, and the Philippines. The authors sought to understand the attitudes and perceptions of key education stakeholders by reviewing the education space in these countries which have all recently extended mandated years of education and/or included a focus on 21st century skills in their offerings to students. Through interviews and focus groups, parents, community members, teachers, teacher trainers, and education administration and policy personnel answered two primary questions concerning skills most highly valued in their communities: (1) What are the skills you associate with a successful person?; and (2) What are the skills that are important for children and students to develop? For both questions, responses from the stakeholders were organized into four categories--21st century skills, academic skills, character traits, and workforce and society characteristics. key findings include: (1) Stakeholders across all four countries highly value 21st century skills for learners; (2) Within each country, there appears to be tension between recognizing the importance of holistically-developed learners and the current structures of the education system that limits what is feasible to accomplish in classrooms; (3) Attitudes and perceptions of key stakeholders reflect the priorities of each country; and (4) Stakeholder groups who work closely with the learner (i.e., parents and teachers), as well as government personnel, emphasize the importance of skills for success.
The Effect of Activities in Robotic Applications on Students&apos; Perception on the Nature of Science and Students&apos; Metaphors Related to the Concept of Robot
Author: Korkmaz, Özgen
Date: 2014-04-00
Type: Journal Articles
Subjects: High School Students,Knowledge Level,Scientific Principles,Robotics,Figurative Language,Scientific Concepts,Mixed Methods Research,Likert Scales,Technology Integration,Scientific Literacy,Statistical Analysis,Foreign Countries,Gender Differences,Misconceptions

The purpose of this study is to examine students' perceptions of the nature of science and metaphors related to the concept of robot, to determine the differentiation in these perceptions and metaphors resulting from LEGO NXT robot applications, and to share some good examples of education-oriented activities with robots. In this study, a hybrid research method, which is a blend of a qualitative descriptive survey model, pre-test, post-test semi-experimental patterns without controlled group, is utilized. The working groups consist of 48 students, who are volunteers to take part in the research, from 3 different high schools. The data are collected using a &quot;metaphor form&quot; consisting of open-ended questions, utilizing the Scale for Understating Nature of Science. The findings based on our analyses are as follows: The students' perception on the nature of science is generally at medium level and there are no students with low level of perception. Activities with robots contribute considerably to the level of students' perception on the nature of science. A comparison of the results obtained from pre-test and post-test illustrates that prior to the activities, some students suppose that robots are like humans with an ability to think but after the activities none of them consider the robots to have the ability to think.
Building Competencies for Careers: Linking O*NET&apos;s Occupational Elements with Deeper Learning Competencies
Author: Frizzell, Matthew
Date: 2017-05-00
Type: Reports - Research
Subjects: Competence,Competency Based Education,Occupational Information,Occupational Surveys,Labor Market,Academic Achievement,Educational Needs,Skill Development,Skill Analysis,Job Skills,Academic Ability,Cluster Grouping,Relevance (Education),Employee Attitudes,Career Readiness,Education Work Relationship

This report draws on information from the U.S. Department of Labor's Occupational Information Network (O*NET) to better understand the value of deeper learning competencies in the labor market. O*NET uses surveys of employees and occupational experts to determine the important characteristics and requirements of more than 900 occupations. The Center on Education Policy (CEP) researchers and other experts &quot;linked&quot; the knowledge, skills, abilities and work styles required for a diverse sample of 300-plus O*NET occupations to the deeper learning competencies as defined by the William and Flora Hewlett Foundation. The report finds that students will be better prepared for fast-growing jobs if they develop academic mindsets, learn how to communicate effectively, and take an analytical approach to solving problems.
A Validity and Reliability Study of the Attitude Scale of Computer Programming Learning (ASCOPL)
Author: Korkmaz, Özgen
Date: 2014-04-00
Type: Reports - Research
Subjects: Computer Science Education,Programming,Test Validity,Test Reliability,Student Attitudes,Likert Scales,College Students,Foreign Countries,Correlation,Test Items,Factor Analysis,Statistical Analysis

The attitude of students towards computer programming learning is a subject which is not widely researched in the current literature. In fact, there is little generally accepted scale, which is tested and accepted in terms of reliability and validity in literature in order to measure the attitude of students towards computer programming learning. The aim of this study is to develop a valid and reliable scale. The development process consists of two phases that utilize two different sample groups. The sample group, in the first case, consists of 496 students and it consists of 262 students in the second case. In order to detect the validity of the scale, exploratory and confirmatory factor analyses, item factor total correlations, corrected correlations and item discriminations were conducted. The reliability of the scale is justified using the internal consistency level and reliability level. ASCOPL is a 5-point Likert-type scale, consisting of 20 items, grouped under three factors. The results indicate that ASCOPL is a reliable and valid scale in order to measure student attitudes towards computer programming learning.
Postsecondary Career and Technical Education: Demographic Differences in Enrollment, Departure, and Completion
Author: Hinz, Serena
Date: 2017-08-00
Type: Reports - Research
Subjects: Postsecondary Education,Vocational Education,Demography,Enrollment,Undergraduate Students,Regression (Statistics),Hispanic American Students,Asian American Students,African American Students,First Generation College Students,Federal Aid,Grants,Language Proficiency,Disabilities,Dropouts,Gender Differences,Academic Persistence,At Risk Students,Transfer Students

This report examines differences in enrollment, departure, and completion at postsecondary, subbaccalaureate career and technical education (CTE) programs among a nationally representative sample of students who first entered postsecondary education in academic year 2011-12. Logistic regression results show that female, Hispanic, Pell Grant--recipient, and first-generation college students were more likely to enroll at for-profit institutions relative to public institutions, while Asian students and students with low English proficiency were less likely to do so. Results from event history analysis indicate that black students, students with a disability, first-generation college students, and those who did not receive a Pell Grant (were not low- or moderate-income) were more likely to depart from their CTE program--without earning a degree or certificate--within the first three years of beginning. Students who were female, black, Asian, or had a disability were less likely to complete a CTE credential within three years. These findings imply that colleges could do more to help those students most at risk of non-completion earn their certificate- or associate-level CTE credential within three years.
Connections 2015: Our History: Journeys in KF Research. Annual Newsletter
Author: Gilmore, Melinda, Ed.
Date: 2015-00-00
Type: Collected Works - Serial
Subjects: Annual Reports,Educational Research,Educational History,Democracy,Political Issues,Public Policy,Social Change,Community Change,Archives,School Community Relationship,School Community Programs,College Programs,Outreach Programs,Partnerships in Education,Participative Decision Making,Higher Education,Role of Education,Scholarship,Journalism,Private Financial Support,Philanthropic Foundations,Creative Activities,Peace,Conferences (Gatherings),Foreign Countries

Each issue of this annual newsletter focuses on a particular area of Kettering's research. The 2015 issue focuses on a yearlong review of Kettering's research over time. This issue contains the following articles that address this review: (1) How Kettering Discovered Democracy (David Mathews); (2) Key Events in KF History (Collette McDonough); (3) The Issue Guide and the Issue Forum: Political Inventions (Brad Rourke); (4) A Treasure Chest about to Open (Nicholas A. Felts); (5) From Public Policy Institutes to Centers for Public Life: Transforming People and Communities (Alice Diebel); (6) At Franklin Pierce, Learning to Make a Difference (Joni Doherty); (7) Town versus Gown? Not Here (Sara A. Mehltretter Drury); (8) Kettering's Evolving Understanding--and My Own (Ray Minor); (9) Two Decades of Learning with Communities (Phillip D. Lurie); (10) Public Education as Community Work (Connie Crockett, Phillip D. Lurie, and Randall Nielsen); (11) Listening for, and Finding, a Public Voice (Bob Daley); (12) Informing or Engaging: What Is the Role of Higher Education in Strengthening Public Life? (Derek W. M. Barker); (13) Scholars and Scholarship with Ties to Communities (Ellen Knutson and Ileana Marin); (14) KF and Journalism: On Again! Off Again! On Again! (David Holwerk); (15) From Civil Society to Civil Investing, and Beyond (John Dedrick); (16) Creative Acts as Democratic Work (Paloma Dallas and Melinda Gilmore); (17) The Dartmouth Conference (Harold Saunders and Philip Stewart); (18) Kettering and China: Thirty Years and Counting (Maxine Thomas); and (19) Kettering's Archives Hold a Quarter-Mile of History (Maura Casey). [For the previous newsletter, &quot;Connections 2014: Taking Stock of the Civic Arena. Annual Newsletter,&quot; see ED560897.]
Connections 2016: Kettering&apos;s Multinational Research
Author: Gilmore, Melinda, Ed.
Date: 2016-00-00
Type: Collected Works - Serial
Subjects: Global Approach,International Cooperation,College Students,Religion,Foreign Countries,Research,Library Role,Community Programs,Sustainability,Democracy,Cross Cultural Studies,International Relations,Networks,Political Issues,Role

The Kettering Foundation is a nonprofit, operating foundation rooted in the American tradition of cooperative research. Kettering's research is distinctive because it is conducted from the perspective of citizens and focuses on what people can do collectively to address problems affecting their lives, their communities, and their nation. The foundation collaborates with an extensive network of community groups, professional associations, researchers, scholars, and citizens around the world as it seeks to identify and address the challenges to making democracy work as it should through interrelated program areas that focus on citizens, communities, and institutions. The theme of this issue of &quot;Connections&quot; is Kettering's Multinational Research, and focuses on the foundation's year long review of it's multinational research. Following an introduction, by Ruby Quantson, individual articles include the following: (1) Citizens in a Global Society (David Matthews); (2) Deliberation: Touching Lives across National Boundaries (Maura Casey); (3) From Skepticism to Engagement: Building Deliberative Faith among Israeli College Students (Idit Manosevitch); (4) The Mediated Town Halls of the Eastern Cape (Rod Amner); (5) The Library as a Community Center (Svetlana Gorokhova); (6) Learning with the Citizens' Accord Forum: Building a Shared Society in a Sustainable Democracy in Israel (Phillip D. Lurie); (7) A Comparative Study of Coastal Communities in Cuba and the United States (Paloma Dallas with Penny Dendy, Terry Jack, Esther Velis, and Virginia York); (8) The Kettering Foundation and China-US Relations (Wang Jisi); (9) The International Residents Network: A Self-Sustaining Instrument for Learning and Sharing (Ruby Quantson); (10) Meeting the Challenges of a World Divided: Engaging Whole Bodies Politic (Harold H. Saunders); and (11) Searching for Balance: America's Role in the World (Robert J. Kingston).
Minnesota Measures 2015: A Report on Higher Education Performance
Author: Djurovich, Alexandra
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Higher Education,College Preparation,College Readiness,Enrollment,Tuition,Fees,College Freshmen,Student Characteristics,Remedial Instruction,Student Financial Aid,Undergraduate Students,Educational Attainment,Adults,Graduation Rate,Academic Degrees,Employment,College Graduates,Debt (Financial),Loan Repayment,Student Loan Programs,Access to Education,High School Students,School Holding Power,College Transfer Students,Graduate Study,Student Costs,State Colleges,Out of State Students,Enrollment Trends,Study Abroad,Foreign Students

This report serves as a comprehensive resource of accurate and timely indicators of higher education performance in Minnesota. This report provides historical and national comparisons to contextualize state data. &quot;Minnesota Measures&quot; also offers Minnesota postsecondary peer institution comparisons. As possible, indicators are disaggregated by student race and income to illustrate disparities at all levels of the education system and to help policymakers and the public understand and address inequities in Minnesota. &quot;Minnesota Measures&quot; reveals that while Minnesota has a strong postsecondary system as compared to other states, students of color are not succeeding at the same rates as their White peers. Given the increasing diversity of the Minnesota population, especially among the youngest generation, it is critical to recognize the different experiences of Minnesota's students of color in our education system. Several stakeholder groups, including state legislators, educators and researchers, can use this information to inform their work. To enhance usability, this document is organized into three sections: (1) Preparing for and Entering College; (2) During College; and (3) Outcomes of College. This structure replicates a student's experience through their educational pathway. To confirm the veracity of the data, the Office of Higher Education utilizes a variety of data sources, including the U.S. Department of Education, the U.S. Census Bureau, and state level data on enrollment and financial aid maintained by the Office. Each indicator included in this report identifies the data source and relies on the most recently available data. The Office organizes and designs the tables and graphs presented in this report to enrich readers' understanding and interpretation of the included data. This year, a new indicator--participation in developmental education coursework--adds to the comprehensive picture of Minnesota's postsecondary performance. [For the previous report, &quot;Minnesota Measures: 2014 Report on Higher Education Performance,&quot; see ED562007.]
Higher Education in California: An Introduction to the State&apos;s Public Colleges &amp; Universities
Author: Campaign for College Opportunity
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Higher Education,Public Colleges,Community Colleges,State Colleges,Governance,Budgets,Educational Finance,Costs,State Aid,Tuition,Fees,Student Financial Aid,Grants,Accountability

This publication is an overview of Higher Education in California to provide readers with a deeper understanding about how the public systems work. The primer outlines the mission, enrollment, cost of attendance, and governance and funding structure of each of California's public higher education systems. This resource also provides critical facts about the current state of higher education and California's workforce and the importance of investing in higher education. Finally, the document outlines some solutions that will be necessary to preserve access and increase student success and provide the educated workforce the state requires.