ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Labour Market in England: Annual Report 2019
Author: Worth, Jack
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Labor Market,Teacher Supply and Demand,Teaching Conditions,Teacher Recruitment,Teacher Persistence,Secondary School Teachers,Elementary School Teachers,Beginning Teachers,Educational Trends,Job Satisfaction,Stress Variables,Working Hours,Teacher Salaries,Part Time Faculty,Job Security

National Foundation for Educational Research's (NFER's) first annual report on the state of the teacher workforce measures the key indicators of the teacher labour market and teachers' working conditions. The recruitment, development and retention of teachers and school leaders is a crucial underpinning for a successful education system. However, England's school system faces a substantial and growing challenge of ensuring there are sufficient numbers of high-quality teachers employed in schools. The report presents data from a range of sources, which together highlight the trends that describe the current teacher supply situation and how it has changed over time. Teachers' working conditions are a fundamental lever to effecting change over teacher recruitment and retention, so we also present data on teachers' working conditions and how they compare to similar individuals in other professional occupations. Key findings: (1) The secondary school system is facing a substantial teacher supply challenge over the next decade, which requires urgent action; (2) Retention rates of early-career teachers (between two and five years into their careers) have dropped significantly between 2012 and 2018; (3) Alternative sources of teacher supply, such as returners and overseas-trained teachers, have not increased in spite of the growing supply challenge; (4) One in five teachers (20 per cent) feel tense about their job most or all of the time, compared to 13 per cent of similar professionals. Two out of five teachers (41 per cent) are dissatisfied with their amount of leisure time, compared to 32 per cent of similar professionals; and (5) Teaching's traditional 'recession-proof' advantage over other professions has eroded over time due to a relatively strong graduate labour market. High job security for graduates outside of teaching makes it harder to attract them into teaching and retain them.
Evaluation of University Technical Colleges
Author: McCrone, Tami
Date: 2019-01-00
Type: Reports - Research
Subjects: Foreign Countries,Active Learning,Student Projects,Curriculum Development,Delivery Systems,Academic Education,Employer Attitudes,Educational Practices,Student Attitudes,Career Readiness,Outcomes of Education,Engineering Education,Self Efficacy,Learner Engagement,Student Motivation,Biological Sciences,Health Services,Education Work Relationship,Partnerships in Education,Computer Science,Job Skills,Vocational High Schools,School Effectiveness,Vocational Education,Secondary School Students

The overall aim of this two-year study is to understand effective practice and lessons learned from approaches to curriculum design and employer engagement by University Technical Colleges (UTCs). Researchers used a case-study methodology supplemented with management information and a survey of UTC students' views. Key findings include: (1) Project-based learning (PBL) represents a different way of learning; projects are industry-relevant and most effectively developed in collaboration with employers to ensure that the outcomes achieved help students to secure positive future pathways; (2) The evidence indicates that PBL and employer input, where delivered in a high-quality embedded way, deliver wide-ranging impacts for students, including work-readiness, enhanced emotional skills, high-level technical skills, and qualifications/awards; (3) The main challenges UTCs faced were recruiting: a suitable range of employers (including SMEs) providing high-quality input into the curriculum; appropriate motivated students with an interest in the specialism; high-calibre staff with relevant knowledge, experience and skills; and (4) Advice for schools included: be proactive and target the 'right' employers; develop and train staff so they fully embrace the importance of employer input into PBL; promote UTCs (or the school) and their educational approach; in order to improve the evolving PBL model, consider including timetable changes; employ key staff with industry backgrounds and connections; make employer contributions clear and easy to understand; and celebrate successful completion of projects. [The Royal Academy of Engineering and the Edge Foundation commissioned this work.]
Towards a Model for Assessment in an Information and Technology-Rich 21st Century Learning Environment. Occasional Paper #37
Author: Cronjé, Johannes
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Educational Environment,21st Century Skills,Influence of Technology,Assessment Literacy,Student Evaluation,Internet,Handheld Devices,Electronic Learning,Adjustment (to Environment),Learning Processes,Information Literacy,Student Diversity,Individual Needs,Heterogeneous Grouping,Transfer of Training,Concept Mapping,Pattern Recognition

The question driving this paper is: &quot;What should we assess if learners can Google the answers on their mobile devices?&quot; If &quot;Learning&quot; is defined as &quot;being able to do something afterwards that you could not do before,&quot; the problem is that technology now enables us to do many things which we were not able to do before, by simply using an app such as a GPS or &quot;Google translate.&quot; Nevertheless the actual learning is still hard to define. The person with the best technology and who can use it might fare best. It is not just the individual learners that learn, it is the whole system, including the devices that they use, and the cloud to which the device are connected, that learns. The constraint has shifted from our ability to provide learners with information to learners' ability to process and use information. The locus of learning has shifted from the learner to the rhizome. We should shift the emphasis from evaluating learners' &quot;collection&quot; of knowledge to evaluating their &quot;connection&quot; to the system.
A Triangulation Theme
Author: McDonald, Betty
Date: 2019-04-23
Type: Reports - Research
Subjects: Equations (Mathematics),Mathematical Formulas,College Students,High School Students,Foreign Countries,Science Instruction,Scientific Concepts

Students often find it extremely difficult to memorise a host of formulae and more importantly to use them in context when required. By identifying a wide variety of different three variable formulae and commenting on their uses, this article seeks to reinforce basic scientific principles and simultaneously make connections using real life, everyday situations. The paper followed numerous cohorts of students from different countries in several continents over a 45-year period. The triangulation theme is emphasised and derivations from sample fundamental equations are discussed. Results showed that apart from bringing together commonalities, the dangers of compartmentalisation are minimised. This article also serves to encourage thinking outside the box. By requesting that three variable relationships be identified in as many subject areas as possible, the reader is forced to bring together ideas from different subjects, thereby undermining the tendency to compartmentalise. It is hoped that readers will become more sensitive to the threesome nature of basic scientific laws that govern the universe and find science much more engaging and exciting. Educators might consider paying specific attention to the triangulation pattern in relationships in order to improve teaching practices and enhance learning.
Strengthening the Early Childhood Education Continuum. Policy Guide
Author: Keily, Tom
Date: 2019-04-00
Type: Guides - General
Subjects: Early Childhood Education,Achievement Gap,State Policy,Alignment (Education),Young Children,Preschool Children,Grade 1,Grade 2,Grade 3,Kindergarten,Technical Assistance,Policy Formation,Faculty Development,Reading Achievement,Mathematics Achievement,Teacher Education,Principals,Governance,Transitional Programs,Educational Improvement

This Policy Guide draws on work with five states to provide context and guidance for policymakers looking to strengthen the pre-K to K-3 continuum and create opportunities to close the achievement gap. It includes a tear-out page of guiding questions at the end.
USAID Education Policy: Program Cycle Implementation and Operational Guidance
Author: USAID
Date: 2018-11-00
Type: Guides - Non-Classroom
Subjects: International Organizations,Educational Policy,Program Implementation,Policy Formation,Public Agencies,Capacity Building,Strategic Planning,Program Design,Progress Monitoring,Program Evaluation,Documentation,Budgeting

The US Agency for International Development (USAID) Education Policy, guides Agency-wide investments in education and is the primary source of direction for all education programming. The policy outlines key principles and priority areas that are critical to supporting countries on their journey to self-reliance. It applies to all USAID education programming, regardless of the funding account, directive, or program area, and regardless of the managing operating unit, office, or team. USAID's Education Policy reinforce the goals outlined in the U.S. Government Strategy for International Basic Education (FY 2019-2023). This document is a reference for USAID operating units to guide implementation of the USAID Education Policy throughout the program cycle. It provides information on operational aspects of the policy, including key considerations throughout the program cycle, Agency-level monitoring and reporting, budget and funding parameters, and other areas. This guidance and information will assist Missions in practically applying the principles outlined in the USAID Education Policy: (1) Prioritize country-focus and ownership; (2) Focus investments on measurably and sustainably improving outcomes; (3) Strengthen systems and develop capacity in local institutions; (4) Work in partnership and leverage resources; (5) Drive decision-making and investments using evidence and data; and (6) Promote equity and inclusion. [For the &quot;USAID Education Policy,&quot; see ED591357.]
Assessment, Accountability, and Student Learning Outcomes at Historically Black Colleges and Universities
Author: Orr, Verna F.
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Black Colleges,Evaluation Methods,Accountability,Cultural Relevance,Cooperation,Educational Quality,Quality Assurance,Institutional Cooperation,Institutional Evaluation,Leadership Responsibility,Cooperative Planning

This report presents the background and subsequent founding of the Historically Black College and University (HBCU) Collaboration for Excellence in Educational Quality Assurance (CEEQA). CEEQA is the first collaborative of its kind, and seeks to help address accountability measures while being true to HBCU missions and culturally relevant assessment approaches. Hence, as both internal and external accountability mandates increase, so too has the need for a strong HBCU alliance. CEEQA can offer significant resources and specific expertise to both the HBCU community and higher education community writ large.
To Be a (Blended) B-Teacher in the 21st Century -- Some Reflections
Author: dos Reis, António
Date: 2015-00-00
Type: Journal Articles
Subjects: Blended Learning,Web Based Instruction,Virtual Classrooms,Online Courses,Electronic Learning,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Teaching Skills,Distance Education,Technology Uses in Education,Knowledge Base for Teaching,Computer Literacy

Being a teacher in the 21st century is a great challenge and requires great thought. A big evolution has happened over the last 70 years. From a room computer (the Mark I in 1943) to tiny pocket computers, thousands of times smaller and thousands of times bigger in performance and capacity. E-learning 3.0 is based on synchronous interactivity and it was only possible after 2004 due to a considerable increase of Internet bandwidth available, evolution in video compression, stream video, and sophistication of virtual classroom platforms. This was another revolution. As a result, e-learning has evolved to a new form: b-learning -- where students will never be alone and interactivity becomes very important. B-learning has a different format now: from now on it is asynchronous (content on demand and activities to be implemented in an interactive format with remote collaborative work) and synchronous in presence or virtual environment. Teachers need to evolve from teacher to (blended) b-teacher or b-tutor, offering a mixed teaching expertise.
Collaborative Gesture as a Case of Extended Mathematical Cognition
Author: Walkington, Candace
Date: 2019-03-08
Type: Reports - Research
Subjects: Nonverbal Communication,Mathematics Instruction,Learning Strategies,Discussion (Teaching Technique),Mathematical Logic,Cooperative Learning,Geometric Concepts,Validity,Cognitive Processes,Problem Solving,Methods Courses,Teacher Education Programs,Secondary School Mathematics,Mathematics Teachers

Gestures have been shown to play a key role in mathematical reasoning and to be an indicator that mathematical understanding is &quot;embodied&quot; -- inherently linked to action, perception, and the physical body. As learners collaborate and engage in mathematical discussions, they use discourse practices like explaining, refuting, and building on each other's reasoning. Here we examine how gestural embodied actions become distributed over multiple learners confronting mathematical tasks. We define &quot;collaborative gestures&quot; as gestural exchanges that take place as learners discuss and explore mathematical ideas, using their bodies in concert to accomplish a shared goal. We identify several ways in which learners' gestures can be used collaboratively and explore patterns in how collaborative gestures arise while proving geometric conjectures. Learners use collaborative gestures to extend mathematical ideas over multiple bodies as they explore, refine, and extend each other's mathematical reasoning. With this work, we seek to add to notions of important &quot;talk moves&quot; in mathematical discussions to also include a consideration of important &quot;gesture moves&quot;. [This is the in press version of an article published in &quot;Journal of Mathematical Behavior.&quot;]
Mobile Learning: Unlocking the Potentials for Female Education in KSA
Author: Zayed, Jihan
Date: 2019-03-00
Type: Journal Articles
Subjects: Females,Educational Attainment,Telecommunications,Handheld Devices,Social Networks,Computer Software,Teacher Student Relationship,Student Attitudes,Positive Attitudes,Learning Processes,Teacher Education Programs,Foreign Countries,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Religious Factors,Islam

Out of their homes, Saudi women are imposed to be accompanied by their male guardians. Therefore, they suffer to complete their education. To overcome this obstacle, they currently use mobile learning (mLearning) -- in the form of social networking apps such as WhatsApp or Twitter -- to keep in touch with their instructors. Being specified for educational purposes, the present study used ClassDojo and Edmodo as alternatives to these apps for unlocking the potentials of mLearning for female education in KSA. Employing a quantitative, one-group design, a questionnaire was conducted for collecting data during the 2nd Semester of the academic year 2017/2018. It aimed at determining the positive perceptions of 15 Saudi female students enrolled in the last level of a teacher education programme towards mLearning.
Charter School Funding: (More) Inequity in the City
Author: DeAngelis, Corey A.
Date: 2018-11-00
Type: Reports - Research
Subjects: Public Schools,Charter Schools,Urban Schools,Educational Equity (Finance),Educational Finance,Financial Support,Resource Allocation,Expenditure per Student,Geographic Location,Expenditures,Special Needs Students,Students with Disabilities,Low Income Students,English Language Learners,Minority Group Students,Females,Gender Bias,Racial Bias,Ethnicity

Public charter schools increasingly are part of both the national conversation about education policy and the local urban scene in America. Previous studies of public charter schools have examined their achievement effects focused on both the state and metropolitan levels, and funding disparities focused on the state levels. This report is an update to the first study of funding inequities to concentrate on revenue disparities between charters and traditional public schools where charters are most common: metropolitan areas across the country. The data regarding the charter school funding gap was carefully collected from official state documents and audited school reports regarding the 2015-16 school year, which is equivalent to the 2016 fiscal year. This study answers two main research questions: Did both public charter schools and TPS in major metropolitan areas receive equitable per-pupil funding during the 2015-16 school year? If not, what explains the funding gap? The research indicates that urban charters tended to receive substantially less revenue on a per-pupil basis to serve their students than did traditional public schools in 2015-16. Once again, charter school funding represents an inequity in the city. [For the original study, &quot;Charter School Funding: Inequity in the City,&quot; see ED574514.]
Navigating the Digital Shift 2018: Broadening Student Learning Opportunities
Author: Fox, Christine
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Instructional Materials,Educational Opportunities,Educational Technology,Technology Uses in Education,State Policy,Guidelines,Equal Education,Access to Education,Program Implementation,Adoption (Ideas),State Action,School Districts,Leadership Responsibility,Learner Engagement,Financial Support

State education leaders are committed to providing leadership to ensure that all students have access to personalized, engaging learning experiences supported by digital instructional materials and resources. With the transformation to digital learning, more and more states are enacting policies and guidelines to support the implementation and utilization of digital instructional materials, applications and resources. This publication highlights how state policies and guidance are supporting the transformation to digital learning, specifically the policies and processes around the selection, curation, procurement and funding of digital instructional materials. Evidence of state leadership in these areas--equity of access; accessibility for all students; interoperability; and student data and privacy--is highlighted throughout this publication. One will also find specific examples of state policies and guidance and district exemplars highlighting how state policies facilitated the use of digital instructional materials in the classroom to personalize learning. Findings suggest that the number of states with guidance and policies supporting the use of digital instructional materials continues to increase each year. This trend reflects the overall shift towards the implementation of digital instructional materials and the opportunity for educators to use digital applications and resources to support student learning.
Teacher &amp; Principal School Report: Focus on Literacy
Author: Scholastic Inc.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Preschool Education,Public School Teachers,Equal Education,Literacy Education,Teacher Attitudes,Barriers,Independent Reading,Time,Family School Relationship,Reading Materials,Instructional Materials,School Libraries,Summer Programs,Principals,Administrator Attitudes,Recreational Reading,Public Libraries,Family Role,Books,Reading Instruction

The Teacher &amp; Principal School Report series showcases the results of a national survey of more than 4,700 public school Pre-K-12 educators on critical issues affecting schools and districts across the country. With two in-depth reports, Scholastic has explored equity in education as well as literacy, each with a special look at factors from both inside and outside of the classroom. This report, Focus on Literacy, explores educators' views on the importance of reading, the barriers to independent reading time in school, and the home-to-school connection. Key findings around summer reading as well as the critical need for increased access to book at home, and in classroom and school libraries are also revealed. [For the other report in the series, &quot;Teacher &amp; Principal School Report: Equity in Education,&quot; see ED574028.]
College Guidance for All: A Randomized Experiment in Pre-College Advising
Author: Bettinger, Eric P.
Date: 2019-00-00
Type: Reports - Research
Subjects: School Counseling,School Guidance,High School Students,At Risk Students,Disadvantaged Youth,Minority Group Students,College Admission,Intervention,Access to Education,Higher Education,Peer Influence,College Applicants,Enrollment,Program Effectiveness,Low Income Students,Two Year Colleges,Educational Counseling

Pre-college advising programs exist in most disadvantaged high schools throughout the United States. These programs supplement traditional advising by high school guidance counselors and attempt to help underrepresented and disadvantaged students overcome the complexities of the postsecondary admission and financial aid processes. Existing evidence on these programs often uses within-school randomization where spillovers and alternative supports may confound estimates. We provide the first evidence on a whole school intervention resulting from a school-level randomized controlled trial in the United States. The college access program we study uses a near-peer model where a recent college graduate works at the school assisting students in the application and enrollment process. Pooled results across the first three years of program implementation find no significant impacts on overall college enrollment. However, subgroup analyses reveal positive, significant effects among the groups most targeted by the intervention: Hispanic and low-income students. Most of the impact comes through increasing two-year college enrollment, but this appears to be new entrants rather than inducing students to move from four-year to two-year colleges. The observed positive effects for these subgroups attenuate over time. We attribute this drop in the estimated impact to departures in fidelity of the experiment. Even among the cohorts for which we find positive enrollment impacts, we find no significant impacts on college persistence. [This article was published in the &quot;Journal of Policy Analysis and Management.&quot;]