ethanporcaro/eric-fulltext-meta huggingface dataset:
A View from the Canopy: Building Collective Knowledge on School Innovation
Author: Waite, Chelsea
Date: 2019-09-00
Type: Reports - Research
Subjects: Educational Innovation,Elementary Secondary Education,Student Centered Learning,Educational Trends,Social Development,Emotional Development,Rural Schools,Experiential Learning,Competency Based Education,Low Income Students,Data Collection,Information Retrieval,Institutional Characteristics,School Location,Disadvantaged Schools,Institutional Cooperation,Minority Group Students,Knowledge Management

Knowledge of how schools are reimagining the learning experience for students remains deeply fragmented and woefully insufficient, creating real consequences--not only for funders, researchers, and school support organizations, but ultimately for the evolution and spread of promising practices. Recognizing this challenge, the Christensen Institute has worked with a range of partners to launch a project we're calling the Canopy: an effort to build better collective knowledge about the diverse range of schools offering learning experiences designed with students at the center. The Canopy reimagines both where information comes from as well as how it is structured to address some of the fractures in the current system. By casting a wide net through a crowdsourcing approach, Canopy surfaced 235 schools making strides towards student-centered learning--72% of which do not appear on other commonly referenced lists of innovative schools. Nominators and schools also used a consistent set of &quot;tags&quot; or common keywords to describe each school's model, meaning the dataset can be filtered, analyzed, and built out over time. This report offers a proof of concept for how better collective knowledge can generate insights about school innovation that may otherwise go undetected. The research uncovered patterns in the innovative approaches reported by schools, with particularly noteworthy trends tied to geographic context, Free and Reduced Price Lunch eligibility, and racial/ethnic composition of the student body. While the findings are not nationally representative, the data illuminates questions worthy of further investigation. This initial stage of the Canopy demonstrates how a process designed to advance collective knowledge has the potential to unveil a more diverse, complete picture of K-12 school innovation.
American Honors: The Life and Death of a Public-Private Partnership. CCRC Working Paper No. 108
Author: Jaggers, Shanna Smith
Date: 2019-05-00
Type: Reports - Research
Subjects: Partnerships in Education,Community Colleges,School Business Relationship,Two Year College Students,Academically Gifted,College Transfer Students,Selective Admission,Program Effectiveness,Academic Aspiration,Honors Curriculum,Academic Advising,Foreign Students,Student Personnel Services,Low Income Students,Articulation (Education),College Faculty,Dual Enrollment,College Bound Students,Nontraditional Students,Program Costs,Student Recruitment,Failure,Graduation Rate,Academic Persistence

In fall 2012, a public-minded privately held firm, Quad Learning (QL), partnered with two community colleges to pilot a new program dubbed &quot;American Honors&quot; (AH), which was designed to help academically talented community college students overcome the challenges of transferring to more selective four-year destinations. By fall 2018, QL had dissolved the AH program for domestic students. This paper traces the components of the program's socially conscious theory of change and its for-profit business model, and the tensions between the two. We explore the meaning of AH's various components to students, faculty, and administrators, and we estimate its impact on students' academic outcomes and offer takeaways for future public-private ventures.
Measuring Non-Degree Credential Attainment. 50-State Scan
Author: Leventoff, Jenna
Date: 2018-05-00
Type: Reports - Research
Subjects: Credentials,Educational Certificates,Certification,Educational Attainment,Postsecondary Education,Vocational Education,Apprenticeships,Industry,Geographic Location,Age Differences,Racial Differences,Ethnicity,Gender Differences,Veterans,Socioeconomic Status,English Language Learners

Many states include non-degree credentials (such as certificates, industry certifications, or licenses) within their statewide educational attainment goal. These goals set targets for the percentage of residents with a postsecondary credential. In order to measure progress towards educational attainment goals, states must collect data about each student's non-degree credential attainment. States should also incorporate data on non-degree credentials into their state longitudinal data systems (SLDS), which match data across the education and workforce spectrum, so that states can answer questions including &quot;Are education and training programs preparing students to earn a credential?&quot; and &quot;Are persons with credentials able to find good jobs?&quot; Moreover, states should use data about demographic characteristics to better understand the attainment rates of subpopulations of interest, such as adult learners or racial and ethnic minorities. The Workforce Data Quality Campaign (WDQC) has surveyed all fifty states, and the District of Columbia, to learn whether states are collecting individual-level data about non-degree credentials, incorporating that data into their SLDS, evaluating attainment by subpopulation, and identifying credentials of value. This scan finds that no state has comprehensive data about all types of non-degree credentials. States are the most likely to have data about public for-credit certificate programs, registered apprenticeship certificates, and licenses. Thirty-six states report having most or all individual-level data on for-credit certificates from public two-year institutions in their state. Twenty-seven states report having most or all data about registered apprenticeship certificates, and twenty-two states report having most or all licensing data.
Effects of Text Availability and Reasoning Processes on Test Performance
Author: Guerrero, Tricia A.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Reading Comprehension,Abstract Reasoning,Inferences,Undergraduate Students,Testing,Memory,Science Materials,Test Wiseness

Learning from expository science texts is challenging. These studies explore whether difficulties can be attributed to poor memory or poor reasoning. To eliminate the need for memory during testing, some students took the tests with the texts available. To test for the effects of reasoning on performance, some students were prompted to engage in explanation activities during or after reading. The effects of these manipulations were tested on text-based and inference questions. Allowing the reader access to the texts during testing improved performance for text-based questions. In contrast, engaging in explanation activities during reading improved performance on inference questions. These results suggest that achieving a better understanding from expository texts depends on engaging in constructive reasoning processes, and not simply improving memory for the texts. [The paper was published in: &quot;Proceedings of the 40th Annual Conference of the Cognitive Science Society,&quot; p. 1745-1750. Madison, WI: Cognitive Science Society.]
Betting on Bootcamps: How Short-Course Training Programs Could Change the Landscape of Higher Ed
Author: Price, Richard
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Computer Science Education,Program Length,Higher Education,Federal Aid,Lifelong Learning,Career Change,Corporate Education,Educational Innovation,Job Skills,Demand Occupations,Cost Effectiveness,Online Courses,Academic Education,Programming,Employers,Adult Students,Coding

Whirlwind growth in the technology sector has led to heightened demand for workers with specialized skills in coding and computer science. Projections for continued expansion of the sector feed a persistent fear that traditional educational offerings won't generate enough graduates with the skills the economy demands. Bootcamps focused on coding and computer science have emerged as an important pipeline for tech talent. Studying the bootcamp model through the lens of Disruption Theory highlights its disruptive potential relative to traditional higher education. Bootcamps are addressing nonconsumption and overserved demographics with a product that is arguably inferior to traditional degrees--but one that is also simpler and cheaper. Bootcamps are leveraging technology for skills-based signaling, expanding their online presence, and seeing little response from traditional institutions. But, whether bootcamps disrupt higher education depends on whether and how federal funds enter the market, and on bootcamps' ability to expand into lifelong learning and beyond the technology sector. The authors identified five scenarios for how the future of bootcamps could play out: (1) Bootcamps get stuck and fail to disrupt higher education; (2) Federal funds could open up access to bootcamps--or destroy the model entirely; (3) Bootcamps expand into lifelong learning; (4) Bootcamps expand into industries beyond tech; and (5) Bootcamps achieve breadth and depth, and widespread disruption. Traditional institutions can integrate professional and technical skills into their programs, but this will not protect them from disruption. A more foolproof way to address this disruptive threat is to invest in the bootcamp business model through an autonomous unit. Successfully pushing into new industries and new training contexts will require bootcamps to continuously innovate. But if they take on that innovation challenge successfully, bootcamp models could disrupt higher education and dramatically and permanently change the landscape of education and training.
State Wage Interchange System: Better Data for Stronger Workforce Programs
Author: Leventoff, Jenna
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Labor Force Development,Salary Wage Differentials,Employment,Information Systems,Federal Government,Program Effectiveness,Comparative Analysis,Information Sources,State Agencies,Federal Programs,State Programs,Privacy,Information Security,Job Training

This report urges states to participate in the State Wage Interchange System (SWIS), as it can aide states in satisfying Workforce Innovation and Opportunity Act (WIOA) reporting requirements, and help states better understand whether former participants in workforce training and education programs are finding good jobs. SWIS is a data sharing tool jointly managed by the Department of Education (ED) and the Department of Labor (DOL) that allows states to exchange anonymized employment and earnings data--wage data, for short--with other states. Compared to earlier wage record exchange systems, SWIS enables states to access individual-level information about more program participants, simplifies the query process for states, and enables states to more efficiently and accurately report the performance of workforce training and education programs. This report discusses the process of data sharing for research and evaluation, SWIS versus Wage Record Interchange System (WRIS) and WRIS 2, data privacy and security provisions, and limitations of SWIS.
Graduates in the Economy. 2019 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Graduates,Employment,Labor Market,Young Adults,Education Work Relationship,Labor Needs,Entrepreneurship,Postsecondary Education,Outcomes of Education,Educational Attainment,Industry,Disproportionate Representation,Gender Differences

This report shares data in the following categories as they relate to graduates in Ontario's economy: (1) Rising Ontario employer requirements for skills; (2) Matching skills to employer needs: pathways, entrepreneurship, and innovation; (3) Ontario's college graduate advantage compared to the U.S.; (4) International competitiveness: the quality imperative; (5) Encouraging under-represented students and closing the skills gap; and (6) Benefiting from a high return on investment in skills. Among the highlighted findings are: (1) Employer-focused post-secondary education remains an excellent investment for both individuals and governments; (2) Over the past quarter century, rising Ontario employer skill requirements have led to over 1,100,000 more jobs for those adults ages 15 to 44 with post-secondary credentials; (3) Meanwhile, there has been a drop of 850,000 jobs for adults in that age group that do not have postsecondary credentials. In every sector, young adults who do not have a post-secondary education are having more difficulty getting hired; (4) College graduates continue to provide Ontario with a key competitive advantage over the U.S.; and (5) However, access to degree programs and to careers continues to be challenging for underrepresented groups, including Indigenous Peoples and those with disabilities. Recent immigrants also experience difficulties finding jobs, especially if their mother tongues are not English or French.
Student and Graduate Profiles 18. Environmental Scan 2018
Author: Colleges Ontario (Canada)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Applicants,College Students,College Graduates,Student Characteristics,Student Attitudes,Apprenticeships,Continuing Education,Educational Indicators

This report shares data relating to Ontario student and graduate profiles for 2017 in the following areas: (1) College activity; (2) Numbers of Ontario college applicants, students and graduates; (3) Learner demographics and characteristics; (4) Apprentices; (5) Continuing education students; (6) Graduates; (7) Perceptions; and (8) Key performance indicators. Among the highlighted findings are: (1) Each year, more than 500,000 students and clients are served by Ontario's colleges of applied arts and technology (CAATs). Of this group, more than 200,000 are full-time students; (2) There were 191,359 distinct applicants for the 2016-17 academic year; (3) Fifty-nine percent of new fall 2017 entrants to Ontario post-secondary institutions enrolled in a college; (4) Last year, more than 99,000 people graduated from college post-secondary programs; and (5) Eighty-three percent of 2015-16 graduates in the labour force were working six months after graduation.
Student and Graduate Profiles. 2019 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Applicants,College Students,College Graduates,Student Characteristics,Student Attitudes,Apprenticeships,Continuing Education,Educational Indicators

This report shares data relating to Ontario student and graduate profiles for 2018 in the following areas: (1) College activity; (2) Numbers of Ontario college applicants, students and graduates; (3) Learner demographics and characteristics; (4) Apprentices; (5) Continuing education students; (6) Graduates; (7) Perceptions; and (8) Key performance indicators. Among the highlighted findings are: (1) Each year, more than 500,000 students and clients are served by Ontario's colleges of applied arts and technology (CAATs). Of this group, more than 240,000 are full-time post-secondary students; (2) There were 196,798 distinct applicants for the 2017-18 academic year; (3) Fifty-eight per cent of new fall 2018 entrants to Ontario post-secondary institutions enrolled in a college; (4) Colleges reported more than 99,000 post-secondary graduates in 2016-17; and (5) Eighty-six per cent of 2016-17 graduates in the labour force were working six months after graduation.
A Comparative Study of the Gap between De-Jure and De-Facto Language Policies: The Case of Kyrgyzstan and Hungary
Author: Mambetaliev, Askar
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Planning,Databases,Photography,Correlation,History,Public Officials,College Faculty,Teacher Attitudes,Student Attitudes,Language Attitudes,Policy Formation,Cross Cultural Studies,Foreign Countries,Policy Analysis,Turkic Languages,Hungarian,Russian,Official Languages,English (Second Language),Signs,Bilingualism,Multilingualism,Laws,Second Languages,Historic Sites,Retailing,Buildings,Corporations,Naming,Sanitation,Preferences

The purpose of this study was to find the main factors that guide language policies and discover correlations between top-down and bottom-up ideologies in the context of Hungary and Kyrgyzstan. To accomplish this, the study created a database of relevant official documents, photos of linguistic landscapes and qualitative data. The study analyzed the documented top-down decisions from historical perspectives, and then compared them with the data collected from interviews and surveys, and from the collection of photos. The participants included both high-ranking political figures, professors, students and random citizens. Results showed that the official policies often do not comprehensively match with the people's beliefs, attitudes and desires. Findings also imply that using either document analysis, or the method of linguistic landscape, or qualitative methods alone, might not sufficiently validate the results in the absence of each other, since errors may top up from various discrepancies between top-down and bottom-up arrangements, as well as from overt and covert ideologies.
Using &quot;Idealized Peers&quot; for Automated Evaluation of Student Understanding in an Introductory Psychology Course
Author: Guerrero, Tricia A.
Date: 2019-00-00
Type: Reports - Research
Subjects: Computer Assisted Testing,Student Evaluation,Introductory Courses,Psychology,Undergraduate Students,Semantics,Scoring,Natural Language Processing,Prediction,Instructional Effectiveness

Teachers may wish to use open-ended learning activities and tests, but they are burdensome to assess compared to forced-choice instruments. At the same time, forced-choice assessments suffer from issues of guessing (when used as tests) and may not encourage valuable behaviors of construction and generation of understanding (when used as learning activities). Previous work demonstrates that automated scoring of constructed responses such as summaries and essays using latent semantic analysis (LSA) can successfully predict human scoring. The goal for this study was to test whether LSA can be used to generate predictive indices when students are learning from social science texts that describe theories and provide evidence for them. The corpus consisted of written responses generated while reading textbook excerpts about a psychological theory. Automated scoring indices based in response length, lexical diversity of the response, the LSA match of the response to the original text, and LSA match to an idealized peer were all predictive of human scoring. In addition, student understanding (as measured by a posttest) was predicted uniquely by the LSA match to an idealized peer. [The paper was published in: &quot;Proceedings of the 20th International Conference on Artificial Intelligence in Education,&quot; p.133-143). Cham, Switzerland: Springer.]
An Investigation of the Views on the Lake of the Teachers Who Work in the Vicinities of Lake Avlan, Turkey
Author: Aköz, Osman
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Natural Resources,Water,Ecology,Conservation (Environment),Environmental Education,Teacher Attitudes,Elementary School Teachers,Science Teachers,Social Studies

Several problems such as the deterioration in water regime, climate's getting harsh, desertification and the decrease in agricultural productivity have been experienced in and around Lake Avlan which was dried in 1970's entirely for the purpose of opening new cultivation areas. Upon the deterioration, the gates of the regulators were closed by the Ministry of Environment upon the written demand from almost 3000 people from the vicinity by the organization of a mayor and 37 village headmen. Lake Avlan is the first wetland on which a decision of restoration has been taken upon the demand from the people in the vicinity, including the villagers who were given a piece of land from the lake. When the things experienced with the case are taken into consideration, it is observed that the perception of education on environment has changed and the importance of education on environment increased. The education for environment is aimed to raise individuals who are aware of local, regional, national and global problems; who approach these problems with concern and sensitivity; who spend effort voluntarily for thesolution of such problems; and those whose ecological culture, environmental moral and environmental consciousness is high (Atasoy&amp;Ertürk, 2008). The aim of this study is to identify the views of the teachers who work in the schools in the vicinity of Lake Avlan on the lake. The participants of the study are 14 teachers as 9 males and 5 females. The study was designed as a case study, which is one of the methods of qualitative research. The data used in the study were collected by giving interviews to the teachers and were analyzed using content analysis technique. The findings revealed that the teachers rendered superficial information on the social and socioeconomic structure of the Lake Avlan; that they bear confusing ideas about the physical form of the lake and that the information they provide is not sufficient. They all share the idea that Lake Avlan has not been preserved and based upon each participant'sexplanations, the study reached the same conclusion.
Challenges and Experiences of EFL Teachers and Newly Arrived Refugee Students: An Ethnographic Study in Turkey
Author: Gözpinar, Halis
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Refugees,Secondary School Teachers,Secondary School Students,Barriers,Stress Variables,Fear,Teaching Experience,Classroom Environment,Code Switching (Language),Bilingualism,Teacher Competencies,Cultural Awareness,Student Needs,Teacher Responsibility

The need within the Turkish education system to educate the overwhelmingly large influx of refugees is becoming an ever pressing issue. This present paper examines the challenges and experiences of Turkish secondary school English as a Foreign Language (EFL) teachers and newly arrived refugee students towards the current refugee-oriented education. It also aims to gain suggestions from them to improve education, particularly language education. This study was based on qualitative research. It used an ethnographic approach and provided information by using multiple sources of data in a culturally inclusive and multilingual environment. The participants were eighteen EFL teachers from five different schools and eight refugee students. The results indicated that most of the teachers had fears, stress and insufficient experience. They also agreed that EFL classrooms were unique, neutral and safer places to encourage and increase the active participation of refugee students.