ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Seamless Credit Transfer: A Parallel Higher Ed System to Support America through and beyond the Recession
Author: Horn, Michael B.
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: College Credits,Disease Incidence,Economic Climate,Financial Support,College Students,Educational Change,State Departments of Education,Public Agencies,Federal Government,Credentials,Industry,Job Skills,Job Training,School Business Relationship,Educational Quality,Student Centered Learning,Labor Force,Medical Evaluation,Records (Forms),Transfer Policy,Patients,COVID-19,Pandemics

As COVID-19 wreaks havoc on institutions and the students they serve, ushering in a recession that could have existential implications for all, helping learners earn the credentials they need from the providers best suited to serve them will be a critical issue in determining how well and robustly the nation recovers. The federal government has already provided increased financial support to postsecondary students and institutions. More stimulus funds are likely on the way, offering a rare opportunity to not just shore up existing models, but also to provide a much-needed jolt to the calcified collegiate system, and to rethink how its players interact. Directing additional funds toward interoperability issues could go a long way in alleviating credit transfer challenges. In order to tackle higher education's credit transfer challenge, the Department of Education, along with state departments of higher education, should foster a parallel higher education system in which they support third-party credentialing entities that validate industry-valued skills. Regulators would use additional dollars that are focused on training students for in-demand jobs in this time of rampant unemployment, such as expanded Pell grants, to fund these efforts. This move away from an institution-centered posture to one in which third-party bodies are the assessors of quality and gatekeepers of credentials would skirt the debates about whether learning at one institution is equivalent to that of another. Such a learner-centered approach, focused on the accumulation of knowledge and skills, would facilitate seamless transfer without credit loss, shift significant portions of higher education from seat-time to competency-based learning, and help learners transition expeditiously back into the workforce.
The Missing Metrics: Emerging Practices for Measuring Students&apos; Relationships and Networks
Author: Charania, Mahnaz
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Social Capital,Networks,Elementary Secondary Education,Postsecondary Education,Interpersonal Relationship,Technology Uses in Education,Educational Technology,Measurement Techniques,Research and Development,Labor Force Development

Social capital describes students' access to, and ability to mobilize, relationships that help them further their potential and their goals. Just like skills and knowledge, relationships offer resources that drive access to opportunity. Most schools and programs wholeheartedly agree that relationships matter. But far fewer actually measure students' social capital. Oftentimes, relationships, valuable as they may be, are treated as inputs to learning and development rather than outcomes in their own right. In turn, schools routinely leave students' access to relationships and networks to chance. To address this gap, a host of early innovators across K-12, postsecondary, and workforce development are making important strides toward purposefully building and measuring students' social capital in an effort to expand access to opportunity. Drawing on those emerging practices, this paper offers a framework for measuring social capital grounded in both research and practice.
Implementation of a Small-Group Emergent Literacy Intervention by Preschool Teachers and Community Aides
Author: Piasta, Shayne B.
Date: 2020-00-00
Type: Reports - Research
Subjects: Preschool Teachers,Preschool Education,Emergent Literacy,Literacy Education,Preschool Children,Intervention,Small Group Instruction,At Risk Students,Video Technology,Teaching Methods,Program Implementation,Fidelity,Time Management,Behavior Modification,Classroom Techniques,Professional Development,Teacher Aides,Barriers

Research supports small-group emergent literacy intervention to boost preschool children's early skills and provide a solid foundation for continued literacy learning. Although such interventions are increasingly available to preschool teachers, we have limited understanding as to how these are implemented under routine conditions in authentic classroom settings or of the factors that facilitate or hinder implementation. In this study, we examined implementation of one small-group emergent literacy intervention, the Nemours BrightStart! Program, as used in 36 preschool classrooms (25 schools/centers) whose lead or co-lead teachers voluntarily agreed to participate; all classrooms served children identified as being at risk for later literacy difficulties. Classrooms were randomly assigned to one of two implementation models, with either teachers or other adults (&quot;community aides&quot;) providing the intervention to small groups of children identified as at risk for literacy difficulties. Research staff assessed implementation using a multi-dimensional framework, with data derived from videos of intervention lessons and lesson logs submitted by instructors and instructors' responses on an end-of-year questionnaire. Data were analyzed using quantitative and qualitative approaches. Overall, instructors implemented the intervention such that it was delivered with high quality, afforded participant responsiveness, and aligned with the intended lesson duration. Adherence (i.e., extent to which key lesson elements were present) and the number of lessons implemented were more variable, with teachers generally exhibiting better adherence but community aides providing more lessons. Factors reported as facilitating implementation pertained to aspects of the intervention itself, such as the structured multisensory lessons and their interactive nature, or the ability to prepare lessons ahead of time. Time, classroom, and behavior management were commonly reported as challenges. Findings have important implications for intervention development, use, and scalability. [This paper will be published in &quot;Early Childhood Research Quarterly.&quot;]
Governors&apos; Top Education Priorities in 2020 State of the State Addresses
Author: Kelley, Bryan
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: State Officials,State Government,State Policy,Educational Policy,Public Education,Educational Quality,Educational Trends,Elementary Secondary Education,Higher Education,Vocational Education,Labor Force Development,Educational Finance,Paying for College,Teacher Salaries,Teacher Employment Benefits,Early Childhood Education,Mental Health,Physical Health,State Programs

In laying out policy priorities in their 2020 State of the State addresses, governors recognized the role the public education system plays in supporting strong economies. Often citing the need to align education with the 21st century's knowledge economy, governors agreed that a high-quality education is the key to both an individual's and the state's success. Each year, Education Commission of the States tracks, analyzes and identifies trends in education policy accomplishments and proposals featured in governors' State of the State addresses. To date, 43 governors have delivered their 2020 address. The top education priorities across the states and territories span the entire education spectrum, pre-K through the workforce, and these are the top six education priorities mentioned: (1) CTE and workforce development; (2) K-12 Finance; (3) postsecondary affordability; (4) teacher compensation and benefits; (5) early learning; and (6) student health. [For the 2019 report, see ED594100.]
The Economics of Transitioning from Remote to In-Person School: 3 District Planning Levers for Increasing In-Person Learning (When It&apos;s Safe)
Author: Education Resource Strategies
Date: 2020-07-30
Type: Reports - Evaluative
Subjects: Distance Education,Online Courses,COVID-19,Pandemics,School Districts,Conventional Instruction,Teacher Student Ratio,School Schedules,Family Attitudes,Educational Facilities,Transportation,Disease Control,Planning,Elementary Secondary Education,Blended Learning,Teacher Role,Educational Finance,Educational Change

Because returning to in-person instruction too soon and without comprehensive health and safety measures will lead to dire risks and consequences, many districts are choosing to start off the 2020-21 school year fully remote. However, districts can still leverage this period of fully-remote time as an opportunity to proactively address the complicated details that are sure to arise when it becomes time to gradually transition into safely serving more students in person. &quot;The Economics of Remote to In-Person School Transitions&quot; outlines four starting points and shares sample analysis of three key design levers that district leadership teams can use to help plan and implement these transitions when the time is right for their context.
The Views of Prospective Teachers Concerning the Use of Local Dialect
Author: Bozkirli, Kürsad Çagri
Date: 2020-00-00
Type: Journal Articles
Subjects: Dialects,Language Usage,Preservice Teachers,Universities,Teacher Education Programs,Student Attitudes,Case Studies,Content Analysis,Language Attitudes,Family Relationship,Friendship,Turkish,Language Variation,Foreign Countries

This study aims to examine the opinions of teacher candidates on the use of local dialect. 50 teacher candidates, who attended Kafkas, Kilis 7 Aralik and Atatürk Universities in 2019-2020 academic year from different branches and class levels, were chosen according to convenience sampling, and participated in the study which was designed as qualitative research and a case study. The data were collected through the five-question semi-structured interview form, developed by the researchers, and were analyzed with the content analysis method. As a result of the study, it was determined that teacher candidates did not lean towards the use of local dialect mostly, but they felt comfortable while using the local dialect and did not find it necessary to make efforts to reduce the use of local dialect. Besides, it was determined that teacher candidates thought that the city they were born or lived in had an impact on the uses of local dialect, and they used the local dialect most often with their families and their friends.
Part C Infant and Toddler Program: Federal Appropriations and National Child Count 1987-2019. Updated July 16, 2020
Author: Lazara, A., Comp.
Date: 2020-07-16
Type: Numerical/Quantitative Data
Subjects: Infants,Toddlers,Disabilities,Federal Aid,Grants,Early Intervention,Resource Allocation,Expenditure per Student,Equal Education,Federal Legislation,Educational Legislation

The Program for Infants and Toddlers with Disabilities, Part C of the Individuals with Disabilities Education Act (IDEA), is a federal grant program that assists states in operating a comprehensive statewide program of early intervention services for infants and toddlers with disabilities, ages birth through age 2 years, and their families. This comparison chart shows the federal appropriations allocated for Part C, the number of children served, and the federal dollars allocated per child each year from federal fiscal year (FFY) 1987 through FFY 2018. [For the May 20, 2019 edition, see ED597971.]
IDEA Part B, Section 619 National Survey: Summary Report
Author: Office of Special Education Programs (ED/OSERS)
Date: 2019-07-00
Type: Reports - Research
Subjects: Federal Legislation,Equal Education,Disabilities,Educational Legislation,Preschool Education,Grants,Preschool Children,Students with Disabilities,Special Education,Educational Finance,Eligibility,Services,Self Contained Classrooms,Individualized Education Programs,State Policy,Elementary Secondary Education,State Programs

This report describes the results of a survey conducted with State IDEA Part B Section 619 Coordinators in 2018. Questions were designed in partnership across Section 619 Coordinators, OSEP and ECTA center staff to gather information about state systems and services provided under the Preschool Grants Program (Section 619 of Part B) of IDEA. The purpose of this summary is to provide a national picture of state administration and practices related to serving young children with disabilities in accordance with the IDEA Part B, Section 619 Program to inform and assist State 619 Coordinators and their state and local partners in enhancing the quality of services for preschool children with disabilities and their families, as well as informing national efforts to support preschool special education programs.
The State of Linguistics in Higher Education Annual Report 2013
Author: Friedman, Lauren
Date: 2014-01-00
Type: Reports - Research
Subjects: Linguistics,Higher Education,Salaries,Enrollment Trends,Trend Analysis,Employment,Doctoral Degrees,Professional Associations,College Faculty,Educational Attainment,Academic Rank (Professional),Undergraduate Students,Gender Differences,Syntax,Applied Linguistics,Specialization,Phonology,Databases,Academic Degrees,Financial Support,Ethnicity,Citizenship,Group Membership,National Surveys,Majors (Students),Graduate Students

In an effort to document demographic changes in the academic linguistics community, the Linguistic Society of America (LSA) has commissioned an annual report detailing information about job titles, students, degrees awarded, average salaries, and more. The report offers information about trends in student enrollment and employment by industry. Data for the report was compiled primarily from self-reported information to the LSA's online Directory of Linguistics Programs and Departments. It also includes information based on U.S. federal surveys of PhD linguists and institutions, along with data gleaned from the LSA membership database. Trends in linguistics for this year include: (1) The most common career outcome for linguistics PhDs is in higher education; (2) Within higher education, departments report that most members of their faculty are full professors, but the non-professorial category is growing, particularly for women in &quot;other full-time positions&quot;; (3) The field of linguistics is growing most rapidly for undergraduates, with an increase of approximately 200 more students pursuing BA degrees annually; (4) Most undergraduate degrees awarded are to women. Although women represent just fewer than 60 percent of graduate students in linguistics, a number which has been increasing over the last 50 years, women comprise almost 70 percent of the undergraduate population; and (5) The top three specializations for graduate students are: Syntax, Applied Linguistics, and Phonology.
Revenues and Expenditures for Public Elementary and Secondary Education: FY 18. Finance Tables. NCES 2020-306
Author: Cornman, Stephen Q.
Date: 2020-08-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Finance,Public Schools,Income,Expenditures,Geographic Regions,Enrollment,Expenditure per Student,Charter Schools,Taxes,State Aid,Fringe Benefits,Wages,Salaries,Federal Aid,Pupil Personnel Services,Educational Administration,Student Transportation,Food Service,School Maintenance

The set of tables in this report introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2018. Specifically, this report includes the following school finance data: (1) revenue and expenditure totals; (2) revenues by source; (3) expenditures by function and object; (4) current expenditures; and (5) current expenditures per pupil. The finance data used in this report are from the National Public Education Financial Survey (NPEFS), a component of the Common Core of Data (CCD). CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. [For &quot;Revenues and Expenditures for Public Elementary and Secondary Education: FY 17. Finance Tables. NCES 2020-301,&quot; see ED603244.]
Social, Emotional, and Academic Development through an Equity Lens
Author: Duchesneau, Nancy
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Student Behavior,Behavior Problems,Behavior Modification,Social Development,Emotional Development,Equal Education,Educational Environment,Minority Group Students,Teacher Role,Administrator Role,Attitude Change,Educational Policy,Educational Change,Student Needs,Faculty Development,Parent Participation,Student Participation,Community Involvement,Diversity,Access to Education,Culturally Relevant Education,Discipline,Dress Codes,Holistic Approach,Hispanic American Students,African American Students

The majority of public schools and districts in the U.S. report they are working to support the social and emotional learning of students. But in too many places, the approach is to focus narrowly on changing student behavior rather than implementing practices that build relationships and create learning environments that support positive social and emotional growth. This is especially true in schools and districts that serve large populations of students of color and students from low-income backgrounds, exposing these students to environments that could do more harm than good. This report calls for school and district leaders to approach social, emotional, and academic development through an equity lens. This requires shifting the focus away from &quot;fixing kids&quot; and toward addressing the adult beliefs and mindsets as well as school and district policies that create the learning environment. This analysis is supported by existing research as well as what Education Trust researchers learned from focus groups across the country with students and families of color, primarily those from Black and Latino communities. Participants discussed the importance of social and emotional skills; what students of color need to learn other than academic subjects; and what educators and school leaders can do to support social, emotional, and academic development for students of color. As the research in this area continues to grow, and as state, district, and school leaders consider policy changes to support social, emotional, and academic development, the voices of these families and students must be heard and valued.
Quantifying Sentence Variety in English Learners
Author: Charpentier-Jiménez, William
Date: 2020-00-00
Type: Journal Articles
Subjects: Sentence Structure,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Language Patterns,Educational Change,Writing Evaluation,Error Patterns,Grammar,Punctuation,Connected Discourse,Writing Improvement,Teaching Methods

This article studies students' use of sentence variety in an ESL writing course. The study includes three sentence features: (a) sentence types, (b) sentence combining, and (c) sentence patterns. Although sentence variety is part of the curriculum, the actual use of sentence structures has not been measured so far. By understanding students' use of sentence structures, it is possible to propose valid curricular changes in the language program. This quantitative project has been carried out by analyzing 36 paragraphs written by students in the first writing course of a B.A. in English. The study included 433 sentences. Each sentence was examined individually. Data shows that 14.54% of the sentences presented a type of error. The types of errors included were the following: 12 fragments (2.77%), 29 fused sentences (6.69%), and 22 comma splices (5.08%). The remaining number of traditional sentences studied was 370 (85.45%). Results demonstrate that students favor certain types of structures and ignore others. Therefore, the demands of the curriculum and the written production of students lack coherence. Consequently, curricular changes must be incorporated to improve students' written production.
The State of Linguistics in Higher Education Annual Report 2014. Second Edition
Author: Heckathorn, James, Comp.
Date: 2015-03-00
Type: Reports - Research
Subjects: Linguistics,Professional Associations,Academic Degrees,Salaries,Trend Analysis,Enrollment Trends,Employment,Doctoral Degrees,Databases,National Surveys,Higher Education,College Faculty,Academic Rank (Professional),Undergraduate Students,Gender Differences,Specialization,Applied Linguistics,Diachronic Linguistics,Semantics,Phonology,Syntax,Group Membership,Graduate Students,Educational Attainment,Financial Support,Student Teaching,Ethnicity,Citizenship

In an effort to document demographic changes in the academic linguistics community, the Linguistic Society of America (LSA) has commissioned an annual report detailing information about job titles, students, degrees awarded, average salaries, and more. The report offers information about trends in student enrollment and employment by industry. Data for the report was compiled primarily from self-reported information to the LSA's online Directory of Linguistics Programs and Departments. It also includes information based on U.S. federal surveys of PhD linguists and institutions, along with data gleaned from the LSA membership database. Trends in linguistics for this year include: (1) The most common career outcome for linguistics PhDs is a position in higher education; (2) Within higher education, departments report that most members of their faculty are full professors, but the non-professorial category is growing, particularly for women in other full-time and part-time positions; (3) The field of linguistics is growing most rapidly for undergraduates, with an increase of approximately 120 more students awarded BA degrees annually for the past 13 years; (4) Most linguistics undergraduate degrees are awarded to women. Although women represent just over half of graduate students in linguistics, a number which has been increasing over the last 50 years, women comprise almost 65 percent of the undergraduate population; and (5) The top five specializations for graduate students in linguistics are: Syntax, Applied Linguistics, Phonology, Semantics, and Historical Linguistics. [This second edition is based on the original report prepared by Lauren Friedman and Alyson Reed. The data found in this edition were compiled with assistance from Dan Foley, Robert Townsend, and Michal Temkin Martinez. For the 2013 report, see ED607296.]
Size of Undergraduate Physics and Astronomy Programs: Results from the Enrollments and Degrees and Academic Workforce Surveys. Focus On
Author: Tyler, John
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,College Science,Physics,Astronomy,Departments,College Faculty,Bachelors Degrees,Masters Degrees,Doctoral Degrees

The majority (67%) of degree-granting physics departments in the United States grant a bachelor's degree as their highest degree. There are 84 departments that grant astronomy bachelor's degrees. Of these departments, 39 are separate, stand-alone astronomy departments, and 45 are in departments that award both astronomy and physics degrees. The size of physics and astronomy departments varies greatly depending on the characteristics of each institution. The data presented in this report provide an overall view of the relationship of full-time equivalent (FTE) faculty to the number of physics and astronomy bachelor's degrees conferred. Department's missions are not homogenous, so this relationship is not a measure of productivity. Rather, interested parties can compare their departments with others.