ethanporcaro/eric-fulltext-meta huggingface dataset:
The Representation of Hybrid Identity through Performance and Symbol of Transgender &quot;Santri&quot; Resistance at Al-Fatah Islamic Boarding School of Yogyakarta, Indonesia
Author: Demartoto, Argyo
Date: 2020-00-00
Type: Journal Articles
Subjects: Islam,Boarding Schools,Sexual Identity,Religious Education,LGBTQ People,Foreign Countries,Organizations (Groups),Self Concept,Religious Factors,Imitation,Cultural Influences,Spiritual Development,Social Attitudes

This research aims to analyze the process of constructing hybrid identity and symbol as the form of resistance to show off new identity as a transgender santri (student) at Al-Fatah Islamic Boarding School of Yogyakarta, Indonesia. This research was qualitative. The units of analysis and data sources used were santri, religious teachers (Ustaz), the staff of the Regional Office of the Ministry of Religious Affairs in Special Region of Yogyakarta, representatives of religious organizations, and the community around the Al-Fatah Islamic Boarding School of Yogyakarta. Data collection techniques, which were used in this research, consisted of observation, in-depth interviews, and documentation. The triangulation method was used to validate data and then analyzed using the hybrid identity theory of Keri Lyall Smith with an interactive analysis model. The results showed that transgender santri changing their identity through the hybridity process. Mimicry process occurs in 'the third space' of Al-Fatah Islamic Boarding School, as negotiation space where the fight occurs between culture and identity; thus new identity is created without abandoning their genuine identity. Hybridity occurs in the presence of cultural identity resulting from the relationship between Islam culture, in this case, Islamic Boarding School and transgender culture. The presence of the transgender santri is the symbol of resistance against the dominant culture of Islam with various performances or symbols, which are used daily to show off new identity.
The Social Construction of Parents&apos; Sexual Education in Bugis-Makassar Families
Author: Awaru, A. Octamaya Tenri
Date: 2020-00-00
Type: Reports - Research
Subjects: Sexuality,Sex Education,Parent Child Relationship,Parent Attitudes,Constructivism (Learning),Adolescents,Young Adults,Information Sources,Teaching Methods,Sex Role,Gender Differences,Prosocial Behavior,Misconceptions,Fear,Knowledge Level,Foreign Countries

False interpretations of sex make sex education less prioritized by parents in educating their children. This condition is considered as the cause of increased child abuse, violence, and sex crimes. This research aims to reveal the social construction of parents' sexual education Bugis-Makassar families. The research used a qualitative approach with the paradigm of constructivism. The analysis model was conducted through the interpretation and understanding of data collected through interviews and observations. The informants were selected using a purposive sampling technique with the informants' criteria were the parents in Bugis-Makassar families and have children between the ages of 13-25 years old and also live in the city of Makassar. Data verification was conducted through the persistence of observation and triangulation of time. The data obtained were analyzed through three stages, which consist of data reduction, data presentation, and drawing conclusions. The results showed different construction of each parent according to the level of information and experience they had. Construction occurs simultaneously in three stages, which consist of externalization, objectification, and internalization. The most prominent stage is the objectification stage, which then forms four constructions, which consist of 1) sexual education is teaching about genitals; 2) teaching of sexual intercourse procedures; 3) the distinction of male and female roles, and; 4) the process of teaching manners to associate with the opposite gender. In its implementation, the internalization stage is not maximal due to parental experience, false understanding of sex, fear of parents, child misinterpret the information provided, and lack of knowledge about sexual education.
Distance Education from &quot;Impossible&quot; to Be &quot;Possible&quot;
Author: Tuncay, Nazime
Date: 2013-00-00
Type: Journal Articles
Subjects: Distance Education,College Students,Student Attitudes,Student Surveys,Discourse Analysis,Figurative Language,Life Style,Gender Differences,Foreign Countries,Comparative Education

Distance education has been one of the hottest changes in the training sector last years. In an effort to understand and visualise this change, the authors of this paper have initiated a study that aimed to drive out the distance education students' metaphors in the last 5 years. The authors have distributed the &quot;Distance Education Metaphor Analysis Survey&quot; that comprised 35 items and captured information about distance education students' metaphors. First time in 2008, the questionnaire was distributed randomly to 120 university students in North Cyprus and Turkey. Same research study is repeated for the years 2009, 2010, 2011 and 2012. Although students' metaphors were influenced by their way of life, their gender and their country; the &quot;Impossible&quot; metaphor was &quot;out&quot;, and &quot;Possible&quot; metaphor was &quot;in&quot;.
State Spending Soars to Historic Levels Amid Reorganization of California&apos;s Youth Correctional System
Author: Washburn, Maureen
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: State Aid,Juvenile Justice,Correctional Institutions,Budgets,Administrative Organization,Organizational Change,Public Agencies,Government Employees,Counties,Costs

In January, California Governor Gavin Newsom released his proposed budget for Fiscal Year 2020-21 and included a substantial increase in spending for the state's dangerous and prison-like youth correctional institutions, currently known as the Division of Juvenile Justice (DJJ) (CJCJ, 2019; DOF, 2020a). This proposed increase coincides with a planned reorganization of DJJ, which will transfer responsibility for the four state-run youth correctional facilities from the California Department of Corrections and Rehabilitation, the state's prison system, into the California Health and Human Services Agency (HHSA) (DOF, 2019; 2020a). This fact sheet finds: (1) the DJJ budget would increase by nearly $100 million amid a planned reorganization of the state youth correctional system (FY 2020-21 vs. FY 2018-19); (2) DJJ would cost taxpayers a record-setting $336,021 per youth in FY 2020-21, which is more than six times the cost of a year at Stanford University; (3) DJJ's workforce would exceed 1,400 positions in FY 2020-21, a 31 percent increase over FY 2018-19 staffing levels. While staff would far outnumber young people in the institutions (1.6 staff for every one youth), the number of staff that have direct contact with youth is comparatively low; and (4) reliance on DJJ varies widely across California, with 17 counties sending no youth to the state system and 14 counties having fewer than five youth at DJJ as of December 2019.
Early and Current Life Adversity: Past and Present Influences on Maternal Diurnal Cortisol Rhythms during Pregnancy
Author: Stephens, Jacquelyn E.
Date: 2020-00-00
Type: Reports - Research
Subjects: Early Experience,Pregnancy,Stress Variables,Economic Status,Child Abuse,Sexual Abuse,Mothers,Economically Disadvantaged,Biochemistry

Stress during pregnancy affects maternal health and well-being, as well as the health and well-being of the next generation, in part through the hypothalamic-pituitary-adrenal (HPA) axis. Although most studies have focused solely on proximal experiences (i.e., during the pregnancy) as sources of prenatal stress, there has been a recent surge in studies that examine maternal early life adversity as a source of stress system dysregulation during pregnancy. The current study of 178 pregnant women examined the association of economic and life stress experienced during two time periods (i.e., childhood and pregnancy) with maternal HPA axis activity during the third trimester of pregnancy. Findings indicated that a current annual income of less than $15,000 and greater childhood disadvantage were associated with a flatter diurnal cortisol slope. Childhood maltreatment, particularly sexual abuse, was associated with a higher cortisol awakening response (CAR), even when controlling for recent adversity. We found some evidence that past adversity moderates the relationship between current adversity and diurnal cortisol, specifically for economic adversity and waking cortisol. Overall, our findings indicate that early life stressors play an important and underappreciated role in shaping stress biology during pregnancy. [This is the online version of an article published in &quot;Developmental Psychobiology.&quot;]
Self-Study Guide for Career Readiness in Secondary Schools. REL 2020-035
Author: Smith, Kevin G.
Date: 2020-08-00
Type: Guides - General
Subjects: Career Readiness,Secondary Schools,Secondary School Students,Program Implementation,Program Evaluation,Self Evaluation (Groups),Program Development,Guidelines,Progress Monitoring,Scoring,Planning,Employment Potential,Career Exploration,Course Content,Education Work Relationship,Individualized Education Programs,Career Counseling,Work Experience Programs

This self-study guide provides state and local education agencies and schools with a tool to assess implementation of career readiness practices across a district or secondary school and to plan improvements. It is arranged by implementation areas that have been found to be important to career readiness efforts based on a review of the literature and discussions with stakeholders. Each area includes guiding questions for discussion, potential sources of evidence, and a rating scale for self-assessment of implementation. This process of ongoing discussion, evidence use, and self-assessment can help states, districts, and secondary schools improve the effectiveness of career readiness practices.
Prevalence of Direct and Emergent Schema and Change after Play
Author: Martin, Kit
Date: 2019-00-00
Type: Journal Articles
Subjects: Incidence,Schemata (Cognition),Museums,Animal Behavior,Play,Science Education,Entomology,Computer Games,Game Based Learning,Video Games

This paper describes visitor interaction with an interactive tabletop game on the topic of evolutionary adaptations of social insects that we designed in collaboration with a large American museum. We observed visitors playing the game and talked to them about the experience. The game explores the emergent phenomena of ant behavior. Research has shown that such emergent behavior is difficult for people to understand, and that there are different emergent schemas that work best for understanding these phenomena. We tested the visitors pre- and post-gameplay and counted the prevalence of visitors expressing direct and emergent schemas of complex processes. We then considered four hypotheses measuring changes between these schemas and found that two groups shifted their schemas. To better understand this change we provide a qualitative overview of the visitors' interactions. Our exhibit, called &quot;Ant Adaptation,&quot; takes the form of an agent-based modeling game that integrates complex system learning with gameplay. We video recorded 38 groups (114 participants) playing the game and conducted pre- and post-gameplay interviews. We coded the groups that contained children for this analysis: 9 groups (27 participants). Our results show that visitors held both emergent and direct schemas before and after play, and three people changed from direct schemas before play to emergent schemas after play. We then examine the process of how one of these groups shifted their schemas. [This article was published in &quot;Informatics in Education&quot; (EJ1212908).]
Constructivist Dialogue Mapping Analysis of Ant Adaptation
Author: Martin, Kit
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Mapping,Constructivism (Learning),Learning Activities,Concept Formation,Museums,Entomology,Cognitive Structures,Educational Games,Feedback (Response),Informal Education,Automation

This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM to track how two modelers elaborate understandings during use of a constructionist learning game, Ant Adaptation. Using the method, we show how two users contest and construct their idea of self-organization in ant colonies. The method is rooted in constructionism, constructivism, concept mapping, and conceptual change. [This article was published in &quot;Informatics in Education&quot; (EJ1248112).]
Is California Doing Enough to Close the School Discipline Gap?
Author: Losen, Danel J.
Date: 2020-06-22
Type: Reports - Research
Subjects: Discipline,Security Personnel,Suspension,Disproportionate Representation,Behavior Problems,Student Behavior,School Districts,Racial Differences,Racial Bias,Governance,Police,Accountability,Discipline Policy,Elementary Secondary Education,Instruction,Time,Students with Disabilities,Minority Group Students,Educational Legislation,Equal Education,Federal Legislation,School Safety,Middle Schools,High Schools,Law Enforcement,Referral,Elementary Schools

This research provides a unique seven-year trend analysis indicating that, while California has seen a decline in the use of suspensions in schools prior to the pandemic, the pace of the decline has slowed and large racial disparities in suspension rates remain. The research supports renewed advocacy efforts to eliminate schools' use of security officers to enforce school rules, finding that high schools with higher security staff-to-student ratios tend to also have higher rates of lost instruction due to suspensions, especially for Black students. [For the executive summary, see ED607058.]
Is California Doing Enough to Close the School Discipline Gap? Executive Summary
Author: Losen, Daniel J.
Date: 2020-06-22
Type: Reports - Descriptive
Subjects: Discipline,Security Personnel,Suspension,Disproportionate Representation,Behavior Problems,Student Behavior,School Districts,Racial Differences,Racial Bias,Governance,Police,Accountability,Discipline Policy,Elementary Secondary Education,Instruction,Time,Students with Disabilities,Minority Group Students,School Safety,Middle Schools,High Schools,Law Enforcement,Referral,Elementary Schools

This is the executive summary for the report, &quot;Is California Doing Enough to Close the School Discipline Gap?&quot; In California, a combination of statewide and local efforts has been implemented to reduce the use of punitive suspensions in public K-12 schools. Current state data trends reflect these efforts, showing that far fewer students were suspended during the 2018-19 school year than in 2011-12. However, the data trends also show that the decline in the use of suspensions has slowed at the state level in the last few years and that large racial disparities remain, although they have narrowed. Both the current data and the trends are described in terms of the estimated disparate impact on instruction time lost due to suspensions, with a focus on the impact experienced by students of color and students with disabilities. [For the full report, see ED607056.]
Progress of Arizona Kindergartners toward English Proficiency in Grade 3 by English Learner Student Classification. REL 2020-024
Author: Barrat, Vanessa Ximenes
Date: 2020-08-00
Type: Reports - Research
Subjects: Kindergarten,English Language Learners,Language Proficiency,Grade 3,Language Arts,Reading Skills,Writing Skills,Classification,Student Characteristics,Institutional Characteristics,Probability,School Size,Gender Differences,Socioeconomic Status,Special Education,Racial Differences,Ethnicity

This study was prompted by the Arizona Department of Education's interest in learning more about the progress of English learner students toward English proficiency in the early grades. The study examined the English language proficiency and English language arts (ELA) proficiency (reading and writing at grade level) of non-native English speaker students in kindergarten and in grade 3. About 11 percent of 2013/14 kindergartners in Arizona were initially classified as English learner students. At the end of that school year, Arizona retested all non-native English speaker kindergartners after setting a higher threshold for English language proficiency. After reassessment, the proportion of kindergartners classified as English learner students rose to 18 percent. Students initially classified as English language proficient and reclassified as English learner students at the end of kindergarten were no more likely to achieve proficiency by the end of grade 3 than were students initially classified at the basic/intermediate (below proficient) level. This finding suggests that students who were reclassified likely needed English learner services at kindergarten entry. One group of students outperformed native English speakers on grade 3 proficiency assessments: non-native English speakers who were proficient when they entered kindergarten and confirmed as proficient when reassessed at the end of the school year. This finding increases confidence that these non-native English speaker students were appropriately classified as not needing English learner services. A small amount of the variation in English language proficiency and ELA proficiency in grade 3 was attributable to school characteristics, but most of the variation in outcomes was attributable to student characteristics. This suggests that practitioners and policymakers might want to investigate how to reduce gaps in achievement within schools in addition to increasing students' achievement levels overall. Student characteristics associated with lower outcomes in grade 3 included lower English language proficiency level at kindergarten entry, being eligible for special education services, being a racial/ethnic minority student, and being male. Being socioeconomically disadvantaged was associated with a lower probability of achieving ELA proficiency by the end of grade 3 but not with reaching English language proficiency. [For the appendixes, see ED607062; for the study snapshot, see ED607063.]
Academic Performance of Immigrants of African Heritage in STEM: A Look at Two World Continents
Author: Pinder, Patrice Juliet
Date: 2014-06-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Immigrants,Academic Achievement,Blacks,African Culture,Cultural Background,Comparative Analysis,Latin Americans,Underachievement,Foreign Countries,Cross Cultural Studies,Theories,High Achievement,Higher Education,Secondary Education,Exit Examinations

Ogbu and Simon's (1998) and Ogbu's (2003) cultural-ecological theoretical framework postulates that voluntary immigrants, those who chose to migrate to a new land, would perform well academically because of their perceived beliefs that they could get a good education and could succeed more in their &quot;new&quot; land of opportunity than in their &quot;native&quot; country. However, does the aforementioned notion hold true for both African and Afro-Caribbean immigrants to North America (USA &amp; Canada) and Europe (U.K.)? The present study addresses a gap identified by Pinder (2010); in which, she called for more studies to explore and document differences in African heritage students' performances in North America and Europe. Thus, this study examines and compares the academic performance of African and Afro-Caribbean immigrant students in STEM in North America and Europe. Findings do suggest that African students consistently do well academically in North American countries and in the U.K. (Europe), and these findings align with Ogbu's cultural-ecological assumptions about voluntary immigrants' performance in a &quot;new&quot; land of opportunity. On the other hand, although data findings suggest Afro-Caribbean students are performing well academically in North American countries, data findings also suggest that they are underperforming in comparison to their peers in the U.K., this finding conflicts with Ogbu and Simon's cultural-ecological assumption.
Progress of Arizona Kindergartners toward English Proficiency in Grade 3 by English Learner Student Classification. Appendixes. REL 2020-024
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-08-00
Type: Reports - Research
Subjects: Kindergarten,English Language Learners,Language Proficiency,Grade 3,Language Arts,Reading Skills,Writing Skills,Classification,Student Characteristics,Institutional Characteristics,Probability,School Size,Gender Differences,Socioeconomic Status,Special Education,Racial Differences,Ethnicity

These are the appendixes for the report, &quot;Progress of Arizona Kindergartners toward English Proficiency in Grade 3 by English Learner Student Classification.&quot; The study examined the English language proficiency and English language arts (ELA) proficiency (reading and writing at grade level) of non-native English speaker students in kindergarten and in grade 3. About 11 percent of 2013/14 kindergartners in Arizona were initially classified as English learner students. At the end of that school year, Arizona retested all non-native English speaker kindergartners after setting a higher threshold for English language proficiency. After reassessment, the proportion of kindergartners classified as English learner students rose to 18 percent. Students initially classified as English language proficient and reclassified as English learner students at the end of kindergarten were no more likely to achieve proficiency by the end of grade 3 than were students initially classified at the basic/intermediate (below proficient) level. This finding suggests that students who were reclassified likely needed English learner services at kindergarten entry. Four appendixes are included in the document. [For the full report, see ED607060; for the study snapshot, see ED607063.]
Progress of Arizona Kindergartners toward English Proficiency in Grade 3 by English Learner Student Classification. Study Snapshot. REL 2020-024
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Kindergarten,English Language Learners,Language Proficiency,Grade 3,Language Arts,Reading Skills,Writing Skills,Classification,Student Characteristics,Institutional Characteristics,Probability,Gender Differences,Socioeconomic Status,Special Education,Racial Differences,Ethnicity

This study was prompted by the Arizona Department of Education's (ADE) interest in learning more about the progress of English learner students toward English proficiency in the early grades. The study examined, for the 2013/14 kindergarten cohort in Arizona, the English language proficiency of non-native English speaker students and their English language arts (ELA) proficiency (reading and writing at grade level) in kindergarten and by the end of grade 3. ADE wanted to inform its policy and practice to best identify and serve English learner students in the early grades. The study followed a statewide cohort of students from kindergarten entry in fall 2013 through grade 3 in spring 2017, drawing on ADE records on enrollment, assessment, and eligibility for English learner services. The study used descriptive statistics and multilevel modeling to analyze how students' English language proficiency level in kindergarten and selected student and school characteristics were associated with their English language and ELA outcomes in grade 3. [For the full report, see ED607060; for the appendixes, see ED607062.]