ethanporcaro/eric-fulltext-meta huggingface dataset:
Competitive Integrated Employment (CIE) Toolkit. Updated
Author: Allison, R.
Date: 2019-00-00
Type: Guides - General
Subjects: Students with Disabilities,Employment,Transitional Programs,Education Work Relationship,Agency Cooperation,Professional Development,Partnerships in Education,Outcomes of Education,Secondary Education

The National Technical Assistance Center on Transition's (NTACT) Competitive Integrated Employment (CIE) Toolkit was developed in accordance with the requirements of the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by the Workforce Innovation and Opportunity Act (WIOA) and the Individuals with Disabilities Education Act (IDEA) as a resource for use by educational and vocational rehabilitation (VR) agencies to improve post school employment outcomes for students with disabilities. The toolkit was developed to facilitate the collaboration necessary to implement secondary transition services across agencies at the state, community and student levels and increase the use of evidence based practices (EBPs). It has been developed as a framework to assist state and local teams in collaboratively implementing transition services to improve post school employment outcomes for students with disabilities. The Framework is comprised of four areas: (1) Competitive Integrated Employment Overview; (2) Transition Services; (3) Interagency Collaboration; and (4) Professional Development. When combined, the four sections can assist education and VR agencies to collaboratively implement Pre-Educational Testing Services (ETS), and transition services. Each section of the Framework begins with &quot;At a Glance&quot; that provides a short introduction on how to best use that particular section of the Toolkit. Readers will then find content based on federal legislation and research followed by resources and tools relevant to that section as well as implications for practices that are areas to consider for teams or individuals using the Toolkit. The toolkit is dynamic in nature and as such, it continues to evolve as resources and tools that are useful in the implementation of Evidence Based Practices (EBPs) specific to Pre-ETS and transition services are implemented. [This toolkit was originally prepared in 2017.]
Studying on Empty: A Qualitative Study of Low Food Security among College Students. Trellis Research Series on Collegiate Financial Security &amp; Academic Performance
Author: Fernandez, Chris
Date: 2019-10-00
Type: Reports - Research
Subjects: Hunger,College Students,At Risk Students,Coping,Student Employment,Income,Dining Facilities,Eating Habits,Stress Variables,Social Influences,Food,Housing,Peer Influence,Family Influence,Resources,Money Management,Budgeting,Student Financial Aid,Parent Influence,Transportation,Costs

Recent research suggests that the combination of high and rising college prices, stagnant family incomes, and increased enrollment of lower-income students leaves many college students struggling to meet their basic needs, including adequate, regular nutrition. This report explores the lived experiences of students with low food security, how students cope with its challenges, and how these strategies influence academic performance. Students in our study demonstrated commitment to their education through pronounced levels of sacrifice. They were more likely to approach their education aspirations once their basic needs were met.
Highlights of Trellis Company&apos;s Student Financial Impact Study
Author: Trellis Company
Date: 2018-00-00
Type: Reports - Research
Subjects: Money Management,Undergraduate Students,Longitudinal Studies,Student Diversity,Student Characteristics,Student Attitudes,Stress Variables,Financial Needs,Academic Achievement,Social Networks,Social Services,Budgets,Academic Persistence,Race,College Choice,Food,Security (Psychology),Loan Repayment,Student Financial Aid

In January 2017, Trellis launched a nine-month study aimed at better understanding the non-academic challenges that postsecondary students face and the ways they try to meet their basic needs while pursuing academic goals. Working with 11 institutions in Texas and Florida, researchers recruited a cohort of 72 current undergraduate students. Though not representative of college students nationally, this cohort was highly diverse. More than half did not have a parent with a postsecondary credential, and over 20 percent were at least 28 years old. Hispanic students made up 39 percent, white students 31 percent, and African-American students 19 percent. About two-thirds of this group were pursuing associate degrees at public two-year (community) colleges, and about two-thirds had started college between one and three semesters ago. This report shares a few significant highlights of the postsecondary student interview study.
Scaling Up. Scaling-Up Brief. Number 1
Author: Fixsen, Dean
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Educational Innovation,Instructional Effectiveness,Program Implementation,Educational Quality,Educational Change,Change Strategies,Capacity Building,Teamwork,Faculty Development,Teacher Education,State Government,Government Role,Educational Policy

Students cannot benefit from education practices they do not experience. While this seems obvious (and it is), education systems have yet to develop the capacity to help all teachers learn to make good use of evidence-based practices that enhance the quality of education for all students. The purpose of this Brief is to provide a framework that state leadership teams and others can use to develop the capacity to make effective, statewide, and sustained use of evidence-based practices and other innovations.
Exploring Free Speech on College Campuses. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fifteenth Congress, First Session on Examining Free Speech on College Campuses (October 26, 2017). Senate Hearing 115-660
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2019-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Freedom of Speech,Higher Education,College Environment,Hearings,Activism,Guidelines,Constitutional Law,Civil Rights,Court Litigation,Racial Bias,College Students

This hearing of the Committee on Health, Education, Labor, and Pensions explores free speech on college campuses. Following an opening statement by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions), the following senators provide statements: (1) Honorable Patty Murray, U.S. Senator from the State of Washington; (2) Honorable Todd Young, U.S. Senator from the State of Indiana; (3) Honorable Michael F. Bennet, U.S. Senator from the State of Colorado; (4) Honorable Johnny Isakson, U.S. Senator from the State of Georgia; Honorable Margaret Wood Hassan, U.S. Senator from the State of New Hampshire; (5) Honorable Elizabeth Warren, U.S. Senator from the State of Massachusetts; and (6) Honorable Tim Kaine, U.S. Senator from the State of Virginia. Prepared witness statements are offered by: (1) Dr. Robert Zimmer, President, The University of Chicago, Illinois; (2) Nadine Strossen, John Marshall Harlan II., Professor of Law, New York Law School, New York, New York; (3) J. Richard Cohen, President, Southern Poverty Law Center, Birmingham, Alabama; and (4) Dr. Allison Stanger, '60 Russell J. Leng, Professor of International Politics and Economics, Middlebury College, Middlebury, Vermont.
Is Democracy Overrated? Latin American Students&apos; Support for Dictatorships. IEA Compass: Briefs in Education. Number 7
Author: Sandoval-Hernandez, Andres
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Democracy,Authoritarianism,Student Attitudes,Political Attitudes,Democratic Values,Foreign Countries,Grade 8,School Role,Parent Role,Institutional Role,Secondary School Students

Results from ICCS 2016 show that more than two-thirds of the students in the participating Latin American countries reported that they would support a dictatorship as a form of government if it brought order and security, or if it brought economic benefits. This brief looks closer at these findings in order to identify possible explanations and potential policy implications. Families and formal education have a potential role in instilling democratic values in future citizens, but it is clear that not all depends on schools and families. In failing democratic systems, where informed citizens do not trust their institutions, there is a need to improve transparency, and eradicate corruption in order to promote support for democratic values
2015-2016 Annual Report Guidelines for New York State Charter Schools
Author: New York State Education Department
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Annual Reports,Charter Schools,State Regulation,State Policy,Expenditure per Student,Educational Assessment,Educational Indicators,Audits (Verification),Budgets,Trustees,Group Membership,Enrollment Rate,Graduation Rate,Faculty Mobility,Teacher Certification,Administrative Organization,Scheduling,Elementary Secondary Education

By August 1st of each year, each charter school in New York State is required by law to complete and submit an Annual Report to the New York State Education Department (NYSED) Charter School Office (CSO) and to the school's charter entity, and to post the report on the charter school's website. The Annual Report Guidelines include general instructions for submission, report content requirements, and key inquiries that highlight academic, organizational, and fiscal performance, as well as the extent to which a school is meeting the requirements of its charter. These Guidelines are intended to walk schools through and supplement the prompts in the online Annual Report portal at https://nysed-cso-reports.fluidreview.com. A charter school's Annual Report provides information about their performance over the prior academic year, as well as a report on progress toward performance goals agreed upon in the charter contract. The components to be included in each section of the Annual Report are outlined in these guidelines.
Associations between Early Care and Education Teacher Characteristics and Observed Classroom Processes. Strengthening the Diversity and Quality of the Early Care and Education Workforce Paper Series. Research Report
Author: Johnson, Anna D.
Date: 2019-10-00
Type: Reports - Research
Subjects: Early Childhood Teachers,Teacher Characteristics,Educational Quality,Well Being,Educational Practices,Experience,Early Childhood Education

Early care and education (ECE) teachers are paid strikingly low wages yet are increasingly expected to advance children's learning by offering high-quality classroom environments. Teachers' capacities to provide high-quality instruction should be affected by the stressors they encounter and the supports they receive. This study describes ECE teacher supports, experiences, and well-being in a sample of teachers serving 4-year-olds from families with low incomes in a mixed-delivery ECE system in Tulsa, Oklahoma. We find that teachers who reported high levels of teamwork among colleagues and those who reported more wellness supports in the workplace had classrooms that scored higher on observed quality; teachers who reported more depressive symptoms scored lower on observed classroom quality. If these findings are replicated in other samples--using additional measures of ECE teacher supports, experiences, and well-being--they point to areas ripe for investment in ECE teacher professional development and workplace supports. [Additional funding was provided by the George Kaiser Family Foundation.]
College Participation and Completion of Utah High School Graduates. Issue Brief No. 2019-1
Author: Henrie, Kimberly
Date: 2019-03-00
Type: Reports - Research
Subjects: Student Participation,College Attendance,High School Graduates,Educational Attainment,Cohort Analysis,White Students,Minority Group Students,Racial Differences,Incidence,Comparative Analysis,Tables (Data),Institutional Characteristics,Correlation,Gender Differences,Ethnicity,Family Income,Limited English Speaking,College Entrance Examinations,Scores,Graduation Rate,Religious Cultural Groups,Age

Relying on the data from Utah System of Higher Education (USHE), Utah State Board of Education (USBE), and National Student Clearinghouse (NSC), this report examines college participation rates of Utah high school graduates (cohorts 2008-2017), with a focus on the gap in college participation between Caucasians and minorities. The report also includes a brief examination of college completion rates of Utah high school graduates (cohorts 2008-2017) enrolled in college.
Utah&apos;s Growing Opportunity Gap: The Impact of Shifting Demographics on Utah&apos;s Postsecondary Educational Attainment. Issue Brief No. 2019-4
Author: Curtin, Joseph A.
Date: 2019-08-00
Type: Reports - Research
Subjects: Postsecondary Education,Educational Attainment,Minority Group Students,White Students,College Students,Racial Differences,Graduation Rate,Enrollment Rate,Higher Education,African American Students,Asian American Students,Hispanic American Students,Hawaiians,Pacific Islanders,American Indian Students,Multiracial Persons

Utah's population will become increasingly diverse in the coming decades. By 2065, the percent of minorities in Utah (age 18-35) will nearly double. There is already a postsecondary education enrollment and completion gap between minority populations and the white population at colleges and universities in the Utah System of Higher Education. If differences in the college participation rates of minority populations continue to persist, then, as the state's demographic makeup changes, the enrollment gap at USHE institutions will continue to increase. The same pattern can be expected for completion rates, resulting in Utah forgoing an estimated 290,000 degrees and awards from 2020-2065. This study looks at the long-range impact of shifting demographics within Utah's population on enrollments and completions in the Utah System of Higher Education.
Burkina Faso Secondary School Pre-Service Teachers Technology Skills
Author: Moyenga, Moussa
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Preservice Teachers,Technological Literacy,Foreign Countries,Student Attitudes,Teacher Education Programs,Computer Literacy,Computer Software,Electronic Mail,Multimedia Materials,Comparative Analysis,Departments,Video Technology,Gender Differences,Audio Equipment,Ownership

The purpose of this research was to evaluate the level of Burkina Faso secondary pre-service teachers' technology skills. To reach the aim of the research quantitative research method has been used. Data was collected from 534 pre-service teachers of different departments with 429 male and 105 female from Burkina Faso secondary school teachers education in two institutes, the High Education School of Norbert Zongo University and Institute of Sciences of Ouaga II University on October 2017. Data were transferred to SPSS 22 for statistical descriptives test; t-test and ANOVA tests were applied. According to the results, Burkina Faso secondary pre-service teachers technology skills were so moderate in general and more particularly in basic computer operation (create, save copy and delete files etc...) in use of productivity software (MS Word, Excel, Power Point) and electronic communication (use of e-mail). But their level were low on multimedia (technique of integrating on same medium data of different natures as sound, text video and images...) and electronic references. Comparative analyzes in relation to some variables results indicted a significant difference between the gender; male were competent than female. Meaningful difference has been found between the pre-service teachers' education level. The results showed that pre-service teachers with personal computers were more competent than those without computer. According to the fields of study the result showed significant differences. Technical department pre-service teachers were more competent compare to science, literature and sport department.
NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2
Author: NORDSCI
Date: 2019-00-00
Type: Collected Works - Proceedings
Subjects: Educational Research,Social Influences,Cultural Influences,Foreign Students,Interaction,Cultural Differences,Foreign Countries,Online Courses,Large Group Instruction,Conventional Instruction,Emotional Intelligence,Asians,College Students,Doctoral Programs,Graduate Students,Teaching Assistants,Student Participation,Local Government,Government Role,Teacher Attitudes,College Faculty,Multilingualism,Language of Instruction,National Standards,Legal Responsibility,Educational Innovation,Language Skills,Churches,Private Schools,Religious Education,Sustainability,Quality Control,Competence,Business English,Nouns,Morphology (Languages),Vocabulary,Identification (Psychology),Language Usage,Grammar,Syntax,Russian,Journalism,Linguistics,International Relations,Form Classes (Languages),Dialects,Dictionaries,Finno Ugric Languages,Artificial Intelligence

This volume includes two sections of the 2019 NORDSCI international conference proceedings: (1) Education and Educational Research; and (2) Language and Linguistics. Education and Educational Research includes 11 papers covering scientific topics in the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 11 papers covering scientific topics related to theoretical, literary and historical linguistics, as well as stylistics and philology.
Modernizing Learning: Building the Future Learning Ecosystem
Author: Walcutt, J. J., Ed.
Date: 2019-00-00
Type: Books
Subjects: Educational Change,Lifelong Learning,Experiential Learning,Educational History,Distance Education,Educational Technology,Learning Theories,Technology Uses in Education,Information Security,Privacy,Data Analysis,Data Collection,Visualization,Evaluation Methods,Feedback (Response),Teaching Methods,Competency Based Education,Social Development,Self Management,Instructional Design,Governance,Strategic Planning,Change Strategies,Elementary Secondary Education,Postsecondary Education,Higher Education

The book examines the shift needed to our systems and society to enable lifelong, experiential, interconnected learning journeys. The book outlines the vision for a learning ecosystem that spans technology, learning science, policy, and organizational factors. &quot;Modernizing Learning&quot; is the outcome of a multi-year study recently completed by the Advanced Distributed Learning (ADL) Initiative, a Department of Defense (DoD)-sponsored program that conducts research, development, testing, evaluation, and policy stewardship to enhance distributed learning. More than 85 stakeholders from across communities contributed, bringing together perspectives from K-12 educators, military trainers, technology specialists, and government leaders.
Race Influences Parent Report of Concerns about Symptoms of Autism Spectrum Disorder
Author: Donohue, Meghan Rose
Date: 2019-01-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Racial Differences,Parents,Symptoms (Individual Disorders),African Americans,Whites,Toddlers,Child Development,Behavior Problems,Clinical Diagnosis,Child Behavior

Racial differences in parent report of concerns about their child's development to healthcare providers may contribute to delayed autism spectrum disorder diagnoses in Black children. We tested the hypotheses that compared to White parents, Black parents of children with autism spectrum disorder would report fewer concerns about autism symptoms and would be more likely to report concerns about disruptive behaviors. A sample of 18- to 40-month-old toddlers (N = 174) with autism spectrum disorder and their parent participated. After screening positive for autism spectrum disorder risk, but prior to a diagnostic evaluation, parents completed free-response questions soliciting concerns about their child's development. Parent responses were coded for the presence or the absence of 10 possible concerns, which were grouped into autism concerns (e.g. social and restricted and repetitive behavior concerns) or non-autism concerns (e.g. general developmental and disruptive behavior concerns). Compared to White parents, Black parents reported significantly fewer autism concerns and fewer social and restricted and repetitive behavior concerns. However, Black parents did not report significantly fewer non-autism concerns. Race did not influence parent report of disruptive behavior concerns. Lower reporting of autism concerns by Black parents may impact providers' abilities to identify children who need further screening or evaluation.
Implementing and Evaluating Instructional Partnerships
Author: Berg, Kat
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Schools,Librarians,School Libraries,Library Role,Student Projects,Teaching Methods,Inquiry,Librarian Teacher Cooperation,Middle School Teachers,Teamwork,Teacher Collaboration,Teacher Attitudes,Librarian Attitudes

In an effort to carry out the work of Bismarck (ND) Public Schools, while implementing the American Association of School Librarians (AASL) &quot;National School Library Standards for Learners, School Librarians, and School Libraries,&quot; the district has started training school librarians to be the backbone of the project-based learning (PBL) movement. The school library can be a natural vehicle to drive transformation when improving PBL teaching practices and implementing inquiry learning. As instructional leaders, school librarians can support and deliver teacher training and facilitate students' project creation. They can support implementation by coteaching and collaborating with classroom teachers on their projects. They are masters at finding and providing resources that encourage sustained inquiry and can support reflective teaching practices by modeling and facilitating positive, collaborative experiences. Bismarck Public Schools' goals of integrating PBL across all grade levels to better meet the needs of the 21st-century student can be strengthened through a strong school library. As student projects are being developed, school librarians are there to support learners and their classroom teachers through design, implementation, assessment, revision, and reflection. This effective support has opened the door in some buildings for school librarians to begin coteaching with classroom teachers in an effort to provide seamless integration of content and school library standards. This article about the PBL experience in the Bismarck Public Schools is written from the perspectives of a district administrator, a school librarian, and a middle school teacher.
Assessing Readiness for School Library Collaboration
Author: Sturge, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Schools,School Libraries,Public Schools,Readiness,Librarian Teacher Cooperation,Library Role,Cooperation,Administrator Role,Teaching Methods,Barriers,Program Effectiveness

In many elementary schools across the nation the library looks like a revolving door of classes. Classroom teachers come and drop off their classes for a lesson at a set time during the week. The school librarian teaches a lesson in isolation while the classroom teacher has a planning period. There is little time for collaboration. There is even less time for students to engage in meaningful, authentic activities and research that offer deeper meaning. This antiquated scheduling model of elementary school libraries has been a traditional part of schools for many years. It is time for change. The author describes how she assessed Calvert County (MD) Public Schools' readiness to make a move from isolation in the library to collaboration between the classroom teacher and the school librarian becoming the norm.