ethanporcaro/eric-fulltext-meta huggingface dataset:
Categorical Funds: The Intersection of School Finance and Governance
Author: Smith, Joanna
Date: 2013-11-18
Type: Reports - Research
Subjects: Governance,Educational Finance,Funding Formulas,State Aid,State Surveys,State Officials,Interviews,Resource Allocation,Special Programs,State Legislation,Administrator Attitudes,Academic Achievement,Superintendents,School District Autonomy

How a state chooses to design its system of funding schools is ultimately a question of education governance, determining who--state policymakers, school districts, or school principals--gets to make the decisions about how and where funding is spent. States have two primary ways of funding schools: the foundation, or base funding that is intended to cover the basic costs of education (teacher salaries, textbooks, materials, and more); and categorical funding targeted to specific purposes (reducing class sizes, programs for English language learners, special education, and more). States have taken varying approaches to categorical grants, some relying on them heavily and others rarely or not at all. This issue brief provides a national landscape on the use of categorical funds by states, the number of categorical programs in each state, how the use of categorical funding has changed since 2008 when states were last surveyed on their use, and views on their effectiveness from state finance personnel. In addition, this issue brief includes case studies of four states and their use of categorical funding. The authors use a combination of prior research on state education finance, existing data from state and national organizations, and newly collected primary data--a state-level survey and district-level interviews--to inform their findings.
The Top 10 Myths about Preschool
Author: Hamm, Katie
Date: 2013-06-25
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Evaluation,Misconceptions,Access to Education,Investment,Educational Planning,Program Costs,Government Role,School Effectiveness,Relevance (Education),Federal Aid,Family Role

The Center for American Progress released a proposal in February to expand access to preschool for 3- and 4-year-olds. The Obama administration released a plan in the fiscal year 2014 budget to invest $75 billion over the next 10 years to provide all low- and moderate-income 4-year-olds with access to high-quality preschool programs through a state-federal partnership. Even though the arguments for investing in early childhood are compelling, there are still critics of expanding access to preschool. Their criticisms, however, are often based on misconceptions about early childhood education. Because high-quality preschool is exceptionally important to the future strength of the nation, it is imperative that to get the facts straight. This issue brief debunks the top 10 myths about early childhood education and the president's plan to expand preschool access.
Catalan: The Catalan Language in Education in Spain, 2nd Edition. Regional Dossiers Series
Author: Areny, Maria, Comp.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Language Minorities,Foreign Countries,Romance Languages,Educational Policy,Vocational Education,Elementary Secondary Education,Preschool Education,Primary Education,Adult Education,Native Language Instruction,Language Maintenance,Second Language Learning,Second Language Instruction,Language Variation,Geographic Regions,Educational Legislation,Language Usage,Statistical Data,Instructional Materials,Teacher Education,Educational Research,Higher Education

Regional dossiers aim at providing a concise description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This Regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. The first version of &quot;Catalan: The Catalan Language in Education in Spain&quot; was compiled in 2000 and only contained data on Catalonia, however, this second version compiled in 2012 updates the contents on Catalonia and adds all the contents on the Valencian Country, Balearic Islands, Aragon and Murcia. This dossier contains a glossary, forward, an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included.
Welsh: The Welsh Language in Education in the UK, 2nd Edition. Regional Dossiers Series
Author: Jones, Meirion Prys, Comp.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Welsh,Foreign Countries,Language Minorities,Educational Policy,Statistical Data,Second Language Learning,Web Sites,Preschool Education,Primary Education,Vocational Education,Elementary Secondary Education,Adult Education,Educational Research,Language of Instruction,Second Language Instruction,Native Language Instruction,Language Maintenance,Instructional Materials,Educational Strategies,Educational Legislation

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. The first version of &quot;Welsh: The Welsh Language in Education in the UK&quot; was compiled in 2001, this second version was compiled in 2014 and covers academic data for the 2013/2014 school year. This dossier contains a glossary, forward, an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included.
Asturian: The Asturian Language in Education in Spain, 2nd Edition. Regional Dossiers Series
Author: González-Riaño, Xosé Antón, Comp.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Language Minorities,Foreign Countries,Romance Languages,Educational Policy,Vocational Education,Elementary Secondary Education,Preschool Education,Primary Education,Adult Education,Native Language Instruction,Language Maintenance,Second Language Learning,Second Language Instruction,Language Variation,Geographic Regions,Educational Legislation,Language Usage,Statistical Data,Instructional Materials,Teacher Education,Educational Research,Higher Education

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. The first version of &quot;Asturian: The Asturian Language in Education in Spain&quot; was compiled in 2002, this second version was compiled in 2014 and covers academic data for the 2011/2012 school year. This dossier contains a glossary, forward, an introduction to the region under study, and six sections dealing with a specific level of the education system. The sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included.
Swedish: The Swedish Language in Education in Finland, 2nd Edition. Regional Dossiers Series
Author: Østern, Anna-Lena, Comp.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Swedish,Foreign Countries,Second Language Instruction,Language Minorities,Official Languages,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Dialects,Public Education,Private Education,Bilingual Education,Educational Administration,Language Usage,Curriculum,Teaching Methods,Instructional Materials,Educational Legislation,Native Speakers

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. The first edition of &quot; Swedish: The Swedish Language in Education in Finland &quot; was compiled in 1997, this second edition was compiled in 2012 and covers academic data for the 2010/2011 school year. This dossier contains a glossary, forward, an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included. [For the first edition, see ED452719.]
Friulian: The Friulian Language in Education in Italy. Regional Dossiers Series
Author: Petris, Cinzia, Comp.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Statistical Data,Language Minorities,Second Language Learning,Second Language Instruction,Native Language,Language Maintenance,Primary Education,Preschool Education,Adult Education,Vocational Education,Elementary Secondary Education,Romance Languages,Higher Education,Educational Policy,Educational Research,Educational Change,Educational Legislation,Language Usage,Instructional Materials,Language of Instruction

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This first edition of &quot;Friulian: The Friulian Language in Education in Italy &quot; was compiled in 2014 and covers academic data for the 2011/2012 school year. This dossier contains a glossary, forward, an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included.
Who's Not Going Back to School? How Sequestration Is Scaling Back Early Childhood Education Programs
Author: Hamm, Katie
Date: 2013-08-28
Type: Reports - Descriptive
Subjects: Early Childhood Education,Retrenchment,Federal Government,Budgeting,Job Layoff,Access to Education,Preschool Children,Disadvantaged Youth,Low Income,Child Care,Preschool Teachers,Economic Climate

Unfortunately, in many communities across the country, some children will not be showing up for school this year (2013). Classrooms will shut down and teachers will look for other employment opportunities. This school year, approximately 57,000 of our youngest children in the Head Start program will not be going back to school. The cuts are the result of sequestration. In March 2013 a sequester order canceled billions in federal funds, which included millions of dollars cut to the Head Start program. When programs close their doors, children who attend them lose out on access to high-quality early learning opportunities, families are not able to work without access to child care, and staff are left looking for jobs. Sequestration is moving the country away from economic recovery. In the Head Start program alone, sequestration is costing tens of thousands of jobs and denying the youngest and most vulnerable citizens the benefits of a high-quality early learning program. This author contends that, rather than across-the-board cuts, Congress and the administration should focus on strategic investments in areas that will grow the economy and the workforce over the long term. Early childhood education offers both a short-term payoff by creating jobs and an opportunity to improve the workforce for the next generation.
The School-Readiness Gap and Preschool Benefits for Children of Color
Author: Ahmad, Farah Z.
Date: 2013-11-12
Type: Reports - Evaluative
Subjects: Minority Group Children,School Readiness,Preschool Education,Hispanic Americans,African American Children,Asian Americans,English Language Learners,Achievement Gap,Educational Quality,Access to Education,Preschool Children,Educational Benefits,Low Income Groups

Hispanics are 17 percent of the population and African Americans make up another 13 percent. By 2043, the United States' population will be majority people of color. As the face of the nation changes, the nation's policies will need to change as well. While change is never easy, the place to start is where the change is already happening--investing in the nation's youngest citizens. Access to high-quality preschool is central to school readiness, and school readiness can significantly impact everything from reading at grade level to graduating high school to being career ready later in life. Children who attend a high-quality early learning program gain four months of learning, on average. Several state preschool evaluations have explored the impact of these programs on specific racial and ethnic groups, and this brief examines the findings of these studies for Hispanic, African American, and Asian American children, as well as for children for whom English is not the primary language in the home.
The Importance of Preschool and Child Care for Working Mothers
Author: Glynn, Sarah Jane
Date: 2013-05-07
Type: Reports - Evaluative
Subjects: Preschool Education,Child Care,Employed Women,Mothers,Federal Aid,State Aid,Costs

In his 2013 State of the Union address, President Barack Obama made a historic pledge to provide universal, high-quality pre-K education to the nation's children. Early childhood education has myriad benefits, including better, more equitable long-term outcomes for children of divergent economic backgrounds Moreover, investments in these programs help cultivate a future workforce, secure long-term economic competitiveness, and develop the nation's future leaders. Universal high-quality pre-K and child care would also throw a much-needed raft to families across America that are struggling to stay afloat while footing costly child care bills, missing work to provide care, or sending their children--the nation's future innovators and workforce--to low-quality care centers. In response to this urgent problem, President Obama has proposed to allocate $1.4 billion in 2014 to expand public child care services, $15 billion over the next decade to expand state home-visitation programs to America's most vulnerable families, and $75 billion over the next decade to invest in expanding access to quality preschool. This funding would help millions of parents, especially mothers, across America better balance their work and caregiving responsibilities without putting their children's well-being or their own jobs at risk. This report discusses three options parents have for securing child care: (1) stay at home and care for their children themselves; (2) pay for child care out of pocket; or (3) use federal- or state-funded child care. However, there are drawbacks, risks, and shortcomings that accompany each of these options. These limited choices negatively impact families and working mothers and make clear the need for increase investment in high-quality pre-K and child care.
Instructional Strategy for Promoting Understanding of Nature of Science
Author: Chimphali, Kamonrat
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Scientific Principles,Science Instruction,Teaching Methods,Science History,Inquiry,Active Learning,Science and Society,Research Methodology,Educational Research

The Nature of science (NOS) has been thought of as an important component of &quot;Science literacy&quot; that the goal of standards-based science education. The aim of this paper try to present NOS for science education. Hereby, we may compile and notice where we promote students' understanding NOS. We find the highlight by using &quot;explicit-reflective-embedded&quot; approach with history of science, inquiry-based and socio-scientific issue have an effective way of teaching NOS. While the methods of studies on exploring students' understanding NOS consist of interviews, questionnaire and reflective journal and their analysis consist of category, description, interpretation and statistical. [This paper was published in: Charles A. Shoniregun, Galyna A. Akmayeva (Eds.), &quot;London International Conference on Education LICE-2013 Proceedings&quot; (p. 380-384). Infonomics Society.]
Local Service Learning in Teacher Preparation Program
Author: Nuangchalerm, Prasart
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Teacher Education Programs,Teaching Methods,Secondary School Students,Plants (Botany),Foreign Countries,Secondary School Teachers,Self Efficacy,Qualitative Research,Indigenous Knowledge,Student Attitudes,Preservice Teachers,Questionnaires,Video Technology

The local knowledge is simply integrated in education and learning process. This study aims to promote local knowledge in school through service learning. The learning process is employed herbal plants to reinforce students learn how to sustain local knowledge with modern life and 21st century classroom. Participants consisted of 42 pre-service teachers, 11 in-service teachers, and 50 secondary students. Findings revealed that service learning significantly promoted public mind, self-efficacy, learning satisfaction, and learning process in local knowledge.
Developing ICT Competency for Thai Teachers through Blended Training
Author: Akarawang, Chaiya
Date: 2016-00-00
Type: Journal Articles
Subjects: Technological Literacy,Teacher Competencies,Foreign Countries,Technology Uses in Education,Teacher Surveys,Questionnaires,Pretests Posttests,Scores,Blended Learning,Teacher Attitudes,Faculty Development,Administrator Attitudes,Focus Groups,Higher Education,Surveys,Teaching Methods

The purpose of this study aims to enhance teachers' ICT competency. Three hundred and thirty seven teachers are surveyed through a questionnaire to identify training problems and training needs. Then the blended training model is implemented with teachers. The result showed that it can increase score in cognitive and attitude tests. The post-test score is higher than those pre-test score at 0.01 level of statistical significance. Also, teachers' ICT competency is in good level.
Pedagogical Decision Making through the Lens of Teacher Preparation Program
Author: Prachagool, Veena
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Decision Making,Preservice Teachers,Student Attitudes,Instruction,Foreign Countries,Educational Policy,Beliefs,Preservice Teacher Education,Teacher Education Programs,Science Teachers

Pedagogical decision making is very important for professional teachers, it concerns belief, self-efficacy, and actions that teachers expose to classroom. This paper employed theoretical lens and education policy in Thailand to examine the preservice teachers' views about pedagogical decision making. Discussion helps school mentors understand preservice teacher to pedagogical decisions during the teacher. The implications of study can be used for science teacher education to promote 21st century instruction.
Estimating the Difference between Published and Unpublished Effect Sizes: A Meta-Review
Author: Polanin, Joshua R.
Date: 2016-03-00
Type: Reports - Research
Subjects: Publications,Periodicals,Bias,Effect Size,Meta Analysis,Research Problems,Literature Reviews,Information Dissemination,Coding,Robustness (Statistics),Regression (Statistics),Educational Research,Psychology

Practitioners and policymakers rely on meta-analyses to inform decision-making around the allocation of resources to individuals and organizations. It is therefore paramount to consider the validity of these results. A well-documented threat to the validity of research synthesis results is the presence of publication bias, a phenomenon where studies with large and/or statistically significant effects, relative to studies with small or null effects, are more likely to be published (Rothstein, Borenstein, &amp; Sutton, 2005). We investigated this phenomenon empirically by reviewing meta-analyses published in top tier journals between 1986-2013 that quantified the difference between effect sizes from published and unpublished research. We reviewed 383 meta-analyses of which 81 had sufficient information to calculate an effect size. Results indicated that published studies yielded larger effect sizes than those from unpublished studies (d-bar = 0.18, 95% CI [0.10, 0.25]). Moderator analyses revealed that the difference was larger in meta-analyses that included a wide range of unpublished literature. We conclude that intervention researchers require continued support to publish null findings and that meta-analyses should include unpublished studies to mitigate the potential bias from publication status. [This article was published in: &quot;Review of Educational Research&quot; v86 n1 p207-236 Mar 2016 (EJ1090515).]