ethanporcaro/eric-fulltext-meta huggingface dataset:
The State of Working Pennsylania 2023
Author: Herzenberg, Stephen
Date: 2023-08-00
Type: Reports - Evaluative
Subjects: Policy,Policy Formation,COVID-19,Pandemics,Economic Factors,Labor Force Development,Power Structure,Labor Market,Labor Legislation,Change,Economic Climate,Financial Problems,Labor Conditions,Wages

&quot;The State of Working Pennsylvania 2022&quot; centered on the continued recovery from the COVID-19 recession, highlighting that Pennsylvania was at a policy crossroads: would political leaders embrace policies to strengthen the individual and collective worker power evident a year ago? Or would austerity and anti-worker policies after the 2022 elections undercut the possibility of a more sustained period of shared prosperity, a &quot;New Deal for a New Economy?&quot; In the past year, policymakers have not made a decisive choice between these two policy options. In part because the 2022 elections led to divided government. Executive authority at both the federal and state level remains in the hands of policymakers supportive of workers and labor unions, which makes possible small steps to enhance workers' power. But divided legislative branches rule out big changes in state and federal laws. On the upside, there have not yet been a reversal of the 2021-22 federal investments in climate, infrastructure, and innovation now sustaining a strong economy. On the downside, a federal or state minimum wage increase has not yet passed and there is zero chance of enacting a major pro-worker labor law reform (i.e., Protecting the Right to Organize, or PRO Act) federally before 2025. In this context of divided government and a President and Governor generally supportive of workers, a Pennsylvania job market favorable to workers has been sustained and stabilized, the latter in part because inflation--as expected--has quickly fallen to around 3%. Some readers may see the policy recommendations in this report as too ambitious and far-reaching. The authors disagree--they are only as forceful and creative as required to bring an end to nearly a half century of rising inequality. If readers agree that there is need to restore shared prosperity and share the authors' view that doing so would lay the foundation for social unity and a team effort to address climate change, then readers should embrace these policy recommendations as the best way to achieve these vital goals. [For the 2022 report, see ED624091.]
&apos;When They Quit from the Stage, I Quit from Learning&apos;: Japanese Idol Fandom and Japanese Language Learning
Author: Xu, Jinyue
Date: 2022-03-09
Type: Reports - Research
Subjects: Japanese,Second Language Learning,Second Language Instruction,Fiction,Learning Processes,Popular Culture,Student Attitudes,Learning Motivation,Personal Autonomy,Native Speakers,Asians,Foreign Students,Chinese,Native Language,Television,Programming (Broadcast),Interlanguage,Language Usage,Study Abroad,Social Media

While anime is well-recognized as a significant motivator of Japanese language learners today, idol fandom, though served as an equally strong source of motivation for some learners, receives far less academic attention. This paper is a preliminary exploration of idol fandom's role in fueling the Japanese language-learning process. Through conducting semi-structured in-depth interviews with two Japanese language learners who also identified as fans of ARASHI--one of the most popular idol groups in the Japanese entertainment industry--the author revealed that fandom (1) efficiently facilitated the learners' language-learning motivation along with a risk of demotivating them when a crisis occurred to the idols' career, (2) encouraged the learners to participate in creative language plays after they observed their idols' linguistic performance, and (3) allowed them to expand their social networking by exploiting their fandom as topics of conversation. As a language-learning motivator, idol fandom's dependence on external factors (e.g., the idols' activeness) makes it relatively unreliable, yet it gives learners agency in producing utterances in the target language when they look up to and imitate the native speaker idols.
Using Iterative Experimentation to Accelerate Program Improvement: A Case Example
Author: Maynard, Rebecca A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Improvement,Evaluation Methods,Efficiency,Young Adults,Internship Programs,Academic Achievement,Academic Persistence,Outcome Measures,Program Evaluation,Randomized Controlled Trials,Career Development

This article offers a case example of how experimental evaluation methods can be coupled with principles of design-based implementation research (DBIR), improvement science (IS), and rapid-cycle evaluation (RCE) methods to provide relatively quick, low-cost, credible assessments of strategies designed to improve programs, policies, or practices. This article demonstrates the feasibility and benefits of blending DBIR, IS, and RCE practices with embedded randomized controlled trials (RCTs) to improve the pace and efficiency of program improvement. The illustrative case is a two-cycle experimental test of staff-designed strategies for improving a workforce development program. Youth enrolled in Year Up's Professional Training Corps (PTC) programs were randomly assigned to &quot;improvement strategies&quot; designed to boost academic success and persistence through the 6-month learning and development (L&amp;D) phase of the program, when participants spend most of their program-related time in courses offered by partner colleges. The study sample includes 317 youth from three PTC program sites. The primary outcome measures are completion of the program's L&amp;D phase and continued college enrollment beyond the L&amp;D phase. The improvement strategies designed and tested during the study increased program retention through L&amp;D by nearly 10 percentage points and increased college persistence following L&amp;D by 13 percentage points. Blending DBIR, IS, and RCE principles with a multi-cycle RCT generated highly credible estimates of the efficacy of the tested improvement strategies within a relatively short period of time (18 months) at modest cost and with reportedly low burden for program staff.
Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)
Author: National Association for the Education of Young Children (NAEYC)
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Infants,Young Children,Early Childhood Education,Inclusion,Disabilities,Definitions,Access to Education,Participation,Social Support Groups,Educational Improvement

Today an ever-increasing number of infants and young children with and without disabilities play, develop, and learn together in a variety of places -- homes, early childhood programs, neighborhoods, and other community-based settings. The notion that young children with disabilities and their families are full members of the community reflects societal values about promoting opportunities for development and learning, and a sense of belonging for every child. It also reflects a reaction against previous educational practices of separating and isolating children with disabilities. Over time, in combination with certain regulations and protections under the law, these values and societal views regarding children birth to 8 with disabilities and their families have come to be known as early childhood inclusion. The most far-reaching effect of federal legislation on inclusion enacted over the past three decades has been to fundamentally change the way in which early childhood services ideally can be organized and delivered. However, because inclusion takes many different forms and implementation is influenced by a wide variety of factors, questions persist about the precise meaning of inclusion and its implications for policy, practice, and potential outcomes for children and families. The lack of a shared national definition has contributed to misunderstandings about inclusion. The Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) recognize that having a common understanding of what inclusion means is fundamentally important for determining what types of practices and supports are necessary to achieve high quality inclusion. This DEC/NAEYC joint position statement offers a definition of early childhood inclusion. The definition was designed not as a litmus test for determining whether a program can be considered inclusive, but rather, as a blueprint for identifying the key components of high quality inclusive programs. In addition, this document offers recommendations for how the position statement should be used by families, practitioners, administrators, policy makers, and others to improve early childhood services.
Position Statement on Low Birth Weight, Prematurity &amp; Early Intervention
Author: Council for Exceptional Children, Division for Early Childhood
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Premature Infants,Body Weight,Early Intervention,Neonates,Neurodevelopmental Disorders,Developmental Delays,Intellectual Disability,Communication Disorders,Social Development,Emotional Development,Psychomotor Skills,Prenatal Influences,Eligibility,Infants,Toddlers,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Bilingualism

The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) endorses the development of national guidelines for the identification and eligibility for Part C, states early intervention (EI) system for children born low birth weight (LBW) and/or preterm in the United States. Children born early typically spend their first days of life in a Neonatal Intensive Care Unit (NICU) for anywhere from 2 to 6 weeks depending on their medical status. Major medical conditions such as cerebral palsy (CP), sensory impairments (vision, hearing) and other disabilities may be outcomes of LBW and/or preterm birth. Children born with a diagnosed physical or mental conditions associated with high probability of developmental delay may be identified during the first year of life are eligible for EI services, Part C. It has been well established that the smallest infants born LBW and those born extremely preterm have the poorest outcomes, especially if they have severe respiratory distress and/or major brain bleeds during the neonatal period, and they would qualify for EI services under health conditions in most states. There is abundant evidence that this is a population at high risk for poor outcomes and the origins of their poor outcomes begin prenatally and in infancy. The costs of the poor health, learning, behavior, school achievement, and long-term life outcomes of LBW and/or preterm infants are substantial, indicating the need for identifying and providing EI services early on in order to improve outcomes and reduce the long-term costs.
Position Statement on Child Maltreatment
Author: Council for Exceptional Children, Division for Early Childhood
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Equal Education,Federal Legislation,Students with Disabilities,Educational Legislation,Child Abuse,Child Neglect,Intervention,Early Childhood Education,Special Education,Young Children,Victims of Crime,At Risk Persons,Institutional Role,Agency Cooperation,Research,Policy

Young children, especially those with disabilities, are disproportionately affected by abuse, neglect, and trauma. For the first time, the Division for Early Childhood (DEC) is providing guidance on how the field can prevent and reduce instances of maltreatment as well as how to intervene to support young children with disabilities and their families who have experienced maltreatment. This document includes an overview of the issue, DEC's position, and DEC's recommendations to the field. DEC is committed to improving the quantity and quality of early childhood special education services for young children with disabilities who have been maltreated and their families. By expressing DEC's values as a community, creating the Protection and Well-Being Special Interest Group (SIG), and setting short- and long-term goals, DEC will raise awareness and foster and strengthen cross-system collaborations to better support young children with disabilities have been maltreated and their families. These coordinated prevention and intervention efforts will support families to prevent disability and delays in young children and to address the needs of young children who are already experiencing delays and disabilities.
Promoting the Health, Safety and Well-Being of Young Children with Disabilities and Developmental Delays. Position Statement
Author: Council for Exceptional Children, Division for Early Childhood
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Young Children,Disabilities,Developmental Delays,Well Being,Health,Safety,At Risk Persons

The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) supports local, state, and federal initiatives to promote the health, safety, and well being of young children and their families. This includes initiatives focused on the prevention of disabilities, efforts taken to assure that children affected by disabilities do not acquire preventable secondary disabilities or exacerbation of their impairments or disabilities, and establishment of effective systems of referral and service provision to enhance the optimal development of children with or at risk for disabilities. The early childhood years build the foundation for a lifetime of health and development. Investing in prevention is advantageous and cost-effective when high-quality services are provided in natural and least restrictive environments with collaborative efforts to establish connections with families, and appropriate school and community- based systems, services, and personnel. DEC endorses the six recommendations presented in this positions statement for the promotion of health, safety, and well being of all young children including those with or at-risk for disabilities.
Exploring New Research Approaches and Ethical Practices towards Institutional Policy in the New Normal: A Literature Review
Author: Bueno, David Cababaro
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Methodology,Research Skills,Ethics,Student Research,Research Design,COVID-19,Pandemics,Educational Research,Sampling,Qualitative Research,Online Surveys,Capstone Experiences,College Students

This article provides an overview of research methodologies and designs, sample techniques and approaches, research ethics, and strategies for assisting students with research in the new normal. Each strategy offers some advantages and disadvantages. In times of global health emergencies, virtual surveys surpassed traditional methods. Replacing survey respondents is a straightforward process. Web-based control systems provide rapid data export and real-time data access during the survey, therefore increasing the data quality. While traditional surveys need travel and time-consuming data entry, virtual surveys may capture location information via GPS, time stamps, and GIS-integrated data. They take less time to complete than traditional surveys. Participation in virtual surveys is difficult since it is difficult to incentivize responders. Participants who do not have a mobile phone or are not linked to a mobile network may also be charged for participation. Each method or design has an associated acceptable sampling strategy and ethical considerations that the researcher must consider. Experts recommended mixing virtual and face-to-face or paper-based modalities to increase those with restricted access to smartphones or mobile networks. Mobile applications are simple to use. Due to the constrained nature of responder involvement, instructions must be precise. During the survey, one may connect with respondents via chat platforms, SMS, or app-based alerts. Effective data collecting may help recruiters save time and money. Consider collaborating with organizations that can reach target populations through social media or with local research firms that have access to massive datasets. It will aid in the development of seamless interaction and will boost research productivity. Always maintain an awareness of participant privacy and interaction. If possible, express gratitude for the responders' time and urge them to participate, notably low-income respondents. Consider using survey participants' mobile data credits to cover their data consumption or negotiating with cell carriers to reduce or remove such charges. Allow sufficient time for the development of virtual tools. Verify that the tools are user-friendly and appropriate, especially if they are unfamiliar with virtual surveys.
Improvement Testing in the Year up Professional Training Corps Program: Final Grant Report
Author: Fein, David
Date: 2022-10-00
Type: Reports - Research
Subjects: Program Evaluation,Program Implementation,Program Improvement,College Students,Young Adults,Career Development,Outcomes of Education,Randomized Controlled Trials,Income,College Enrollment,Employment,Credentials

In 2015, Abt Associates received a grant from the Institutes for Education Sciences (IES) for a five-year &quot;Development and Innovation&quot; study of PTC. The purposes of the study were to gauge progress in implementing PTC and to develop and test improvements where needed. Fein et al. (2020) summarize the IES study's approach and findings. A subsequent grant from Arnold Ventures provided support for extending the two analyses--to three follow-up years for Study 1 and to four years for Study 2. This report provides findings from these longer-term analyses. Study 1 found no difference in average earnings or months enrolled in college in follow-up Years 2 and 3 between young adults assigned to PTC and their control group counterparts. (As expected, the PTC group earned less and spent more time in college than the control group in Year 1, when participants were still in the program.) The results also show modest increases in receipt of credentials (mostly short-term certificates based on credit earned at partner college during PTC).
Improving Academic Success and Retention of Participants in Year Up&apos;s Professional Training Corps. Actionable Evidence Initiative Case Study
Author: Britt, Jessica
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Randomized Controlled Trials,Program Evaluation,Academic Achievement,Career Development,Job Training,Economically Disadvantaged,Young Adults,College Students,Progress Monitoring,Coaching (Performance),Internship Programs,School Holding Power

This case study describes a small randomized controlled trial (RCT) comparing alternative strategies for monitoring and supporting academic achievement in Year Up's Professional Training Corps (PTC) program. Year Up is a nonprofit organization dedicated to preparing economically disadvantaged young adults for well-paying jobs with advancement potential. As part of the study, Year Up and its research partners designed and tested strategies for more quickly identifying and supporting participants struggling with their college coursework. To ensure the credibility of the study findings, the team randomly assigned participants either to a coach who would use the new monitoring and support strategies or to a coach who would follow existing practices, which did not place much emphasis on academics. Over two cycles of testing, the study found strong evidence that the alternative strategies tested substantially improved success in courses and, thus, advancement to internships. Three factors contributed to the resulting evidence being actionable: (1) it focused on low- to no-cost, field-initiated practice changes that could be implemented widely; (2) site staff could tailor strategies to local needs and opportunities; and (3) the research team encouraged local staff to modify the strategies being tested between enrollment cohorts. [This case study was commissioned by the Actionable Evidence Initiative and led by Project Evident. Funding from the GreenLight Fund also supported this work.]
Position Statement on Multitiered System of Support Framework in Early Childhood: Description and Implications. Revised
Author: Blum, Marcia
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Multi Tiered Systems of Support,Early Childhood Education,Special Needs Students,Intervention,Child Care,Educational Quality,Eligibility,Cultural Background,Native Language,Socioeconomic Status,Decision Making,Prevention,Problem Solving,Teamwork,Guidelines,Misconceptions,Referral,Special Education,English Language Learners,Educational Practices

In early care and education, a multitiered system of support (MTSS) framework is a way to provide high-quality teaching and responsive caregiving through the delivery of differentiated support for all young children. In an early childhood MTSS framework, the needs of every child, regardless of ability, eligibility status, cultural and linguistic background, or socioeconomic status, are addressed by integrating assessment and intervention within a multilevel framework to maximize outcomes. MTSS may be likened to a tapestry with common threads of prevention science, tiered decision-making, integrated learning supports, implementation science, effective teaming practices, and databased problem-solving. This position statement has been developed by the Division for Early Childhood of the Council for Exceptional Children.?The purpose of the revised statement is to define an early childhood MTSS framework and to promote a broader understanding and discussion of the implications for young children, their families, and those who serve them.
Service Coordination in Early Intervention. Division for Early Childhood and IDEA Infant &amp; Toddler Coordinators Association Joint Position Statement
Author: Council for Exceptional Children, Division for Early Childhood
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Infants,Toddlers,Early Childhood Education,Early Intervention,Services,Coordination,Expertise,Child Caregivers,Work Environment,Knowledge Level,Skills,Activities,Role,Responsibility,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities

This joint position statement is acknowledge the importance of early intervention (EI) service coordination and recognize the expertise and needs of the professionals who provide this service. Because of the complex nature of service coordination and the essential role of service coordinators in the EI process (Bruder et al., 2005; Childress, Nichols, &amp; Schnurr, 2019; West, Duggan, Gruss, &amp; Minkovitz, 2018), it is the position of the Division for Early Childhood (DEC) of the Council for Exceptional Children and the IDEA Infant &amp; Toddler Coordinators Association (ITCA) that service coordinators must have the knowledge, skills, administrative support, professional development, and resources they need to provide the highest quality services to children and families. Service coordinators in the United States and in international programs need administrative support and supervision from leaders who understand their role and appreciate the distinct responsibilities of the position. While decisions about hiring, compensation, and the numbers of families served per service coordinator are often made at the local program level, leaders must take into consideration the complexity of the work and the specialized knowledge and skill set necessary to support the unique population of families of infants and toddlers with delays or disabilities. With those considerations in mind, it is imperative that compensation and the workload required of service coordinators reflect the significant demands faced by these professionals. [This joint position statement was collaborated with IDEA Infant &amp; Toddler Coordinators Association (ITCA). The Early Childhood Personnel Center (ECPC) supported this work.]