ethanporcaro/eric-fulltext-meta huggingface dataset:
Report on the Future of Higher Education
Author: Oklahoma State Regents for Higher Education
Date: 2018-02-01
Type: Reports - Descriptive
Subjects: Higher Education,Educational Trends,Trend Analysis,Educational Change,Educational Practices,Best Practices,Educational Strategies,Access to Education,Paying for College,College Students,College Graduates,Educational Attainment,Labor Force Development,Educational Innovation,Electronic Learning,State Aid,Grants,Transfer Programs,Remedial Programs,Dual Enrollment,Scholarships,Student Financial Aid,Financial Needs,Online Courses,Competency Based Education,Governing Boards

Given the changing landscape of higher education, the Oklahoma State Regents for Higher Education (OSRHE) established the Task Force on the Future of Higher Education in March 2017 to conduct a systematic review of higher education; examine existing initiatives and best practices; and report findings and recommendations on strategies that best support improving quality, access, affordability, and efficiency in the Oklahoma state system of higher education. The Task Force was comprised of a broad and diverse group of stakeholders from across the state, including State Regents, private citizens, representatives from Oklahoma's public colleges and universities, and the designees of Governor Mary Fallin, Speaker of the Oklahoma House of Representatives Charles McCall, and Oklahoma State Senate President Pro Tempore Mike Schulz. The Task Force convened in May 2017 to begin discussion on the development of recommendations that best position Oklahoma's state system of higher education to meet the future challenges of maintaining accessibility and affordability without compromising educational quality. This report summarizes the work of the State Regents Task Force on the Future of Higher Education and provides the context and basis for development of each recommendation approved by the Task Force. [This report was produced with AGB Institutional Strategies.]
Reimagining the Role of Technology in Higher Education: A Supplement to the National Education Technology Plan
Author: Department of Education (ED), Office of Educational Technology
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Higher Education,Lifelong Learning,Equal Education,Access to Education,Student Needs,Postsecondary Education,At Risk Students,Disabilities,First Generation College Students,Educational Innovation,Instructional Leadership,Nontraditional Students,Student Centered Learning,Student Empowerment,Teacher Role,Learner Engagement,Educational Quality,Computer Assisted Testing,Student Diversity,Cooperation,Two Year Colleges

This document is an outgrowth of the 2016 National Education Technology Plan (NETP). The NETP presents a shared vision and call to action for transformational learning enabled by technology at all levels of our education system. This Higher Education Supplement to the 2016 NETP builds on the principles described in each of the NETP's five sections--learning, teaching, leadership, assessment, and infrastructure--and examines them in the context of higher education. The supplement embraces the NETP themes of lifelong learning, equity, and accessibility and supports the NETP's assertion that technology must serve the needs of a diverse group of students seeking access to high-quality postsecondary learning experiences, especially those students from diverse socioeconomic and racial backgrounds, students with disabilities, first-generation students, and working learners at varying life stages-- all with differing educational goals, but who all share the desire to obtain a postsecondary credential. Prepared for instructors, administrators, policymakers, educational technology developers, funders, employers, and learners, the supplement articulates a vision and action plan that responds to an urgent national priority--postsecondary success for all Americans. It describes specific actions these stakeholders can take to ensure that the system of higher education continues to innovate and improve to provide all learners with opportunities for personal growth and prosperity. It examines the role of technology in serving an increasingly diverse and dispersed student body that is growing and evolving in size and composition. Beyond the impact of technology on students and faculty in individual classrooms and at institutions, this supplement discusses the various ways in which technology can enable system-wide and broader ecosystem applications of collaborative solutions to the core challenges of access, affordability, and completion. This supplement highlights many examples of innovative programs and institutions that are already engaged in this work, as well as resources for stakeholders looking for ideas and support to innovate. It also offers principles, recommendations, and examples exclusively focused on the unique challenges of the higher education ecosystem as well as innovative educational technology solutions tailored to the needs of higher education students.
American Indian/Alaska Native Students in Oregon: A Review of Key Indicators
Author: Oregon Department of Education
Date: 2017-11-00
Type: Numerical/Quantitative Data
Subjects: American Indian Students,Alaska Natives,American Indian Education,Public Education,Demography,Student Characteristics,Academic Achievement,Vocational Education,Geographic Location,Economically Disadvantaged,Low Income Students,Disabilities,Special Education,Student Evaluation,Language Arts,Mathematics Achievement,Grade 8,Language Proficiency,English Language Learners,Attendance Patterns,Discipline Problems,Suspension,Expulsion,Graduation Rate,Postsecondary Education,Reading Achievement

The American Indian/Alaska Native Students in Oregon report has been prepared by the Office of Accountability, Research and Information Services for the Advisor to the Deputy Superintendent of Public Instruction on Indian Education. It is being made available to the public and interested stakeholders to further conversations about improving outcomes for Oregon's Native student population. Part A of this report looks at the demographics of American Indian/Alaska Native students in Oregon. Part B of this report focuses on assessment achievement results for American Indian and Alaska Native students in Oregon. Part C looks at outcomes for American Indian/Alaska Native Students in Oregon. Part D provides an overview of the performance and outcomes of American Indian/Alaska Native students determined to be Career and Technical Education (CTE) Concentrators.
Implementation of Evidence-Based Early Childhood Home Visiting: Results from the Mother and Infant Home Visiting Program Evaluation. OPRE Report 2018-76A
Author: Duggan, Anne
Date: 2018-10-00
Type: Reports - Research
Subjects: Program Implementation,Program Evaluation,Early Childhood Education,Home Visits,Mothers,Infants,Parent Child Relationship,Family Programs,Family Characteristics,Economically Disadvantaged,Family Needs,Training,Evidence Based Practice,At Risk Persons,Educational Legislation,Federal Legislation,Caseworkers,Program Descriptions,Demography,Well Being,Mental Health,Family Violence,Family Environment,Family Involvement

This implementation research report describes the local programs, home visiting staff, and families who participated in the Mother and Infant Home Visiting Program Evaluation (MIHOPE), a national evaluation of the federal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program launched in 2011. This national evaluation is systematically examining how program features and implementation systems are associated with services delivered and impacts across four of the home visiting models designated as evidence-based by the U.S. Department of Health and Human Services: Early Head Start -- Home-based option, Healthy Families America, Nurse-Family Partnership, and Parents as Teachers. To provide reliable estimates of the effects of home visiting programs, the MIHOPE team randomly assigned families who were interested in and eligible for a MIECHV-funded local program participating in MIHOPE, and who consented to be in the study, to either the MIECHV-funded local program or a control group that was referred to other appropriate services in the community. The entire period of implementation research data collection lasted from September 2012 to June 2016. Implementation research activities included family surveys and observations of families' home and external environments at baseline, family service logs, observations of home visitor-family interactions, staff surveys, semi-structured qualitative interviews with home visitors, training logs, supervision logs, inventories of community services, surveys and interviews with evidence-based model developers, and reviews of local program and evidence-based model documents. Key findings include: (1) The MIECHV-funded local programs served families in disadvantaged communities with high levels of risk; (2) Similar to prior research, families in MIHOPE participated in home visiting for eight months on average, which is less than expected by the four evidence-based models in the study; (3) Local programs focused on improving parenting and child development outcomes, areas historically emphasized by all four of the evidence-based models; and (4) Services related to sensitive topics were tailored to family needs.
Achievement and Self-Regulation in Pre-Kindergarten Classrooms: Effects of the Tools of the Mind Curriculum
Author: Farran, Dale C.
Date: 2014-07-27
Type: Reports - Research
Subjects: Randomized Controlled Trials,Spelling,Phoneme Grapheme Correspondence,Metacognition,Preschool Children,Preschool Curriculum,Teacher Attitudes,Student Evaluation,Scores,Grade 1,Elementary School Students,Number Concepts,Academic Achievement,Self Control,School Readiness,Curriculum Implementation,Outcomes of Education

Results from a cluster randomized trial of the impact of the Tools of the Mind pre-kindergarten curriculum on preschoolers' achievement, self-regulation, and social behavior are reported. Sixty classrooms with four-year-old children (N=877) were assigned to implement either the Tools curriculum (N=32 classrooms; 498 children) or the usual pre-k curriculum (N=28 classrooms; 379 children). In spite of fairly high implementation fidelity, Tools did not produce significant gains on assessments of achievement, self-regulation, or teacher ratings at the end of pre-k. Negative effects were found on Letter Word Identification, Quantitative Concepts, and Corsi Backward Span in kindergarten and on Spelling, Copy Design, and the composite self-regulation score in 1st grade. Several reasons for these unexpected findings are explored.
Creative Drama and Example of Activity Plan in STEM
Author: Özsoy, Nesrin
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Solving,Drama,Creative Activities,STEM Education,Science Education,Technology Education,Engineering Education,Mathematics Education,Critical Thinking,Thinking Skills,Integrated Activities,Instructional Effectiveness,Teaching Methods

What our century requires is an individual who can recognize and solve a problem, think in a critical manner, are productive, responsible, and open to innovation, and are capable of cooperating with others. The requirements of our era are also reflected on education. Education systems change and improve accordingly; thereby new education systems are discussed. One of these education systems is STEM, which is an acronym of Science, Technology, Engineering and Mathematics. STEM is an educational approach, which integrates education with the application opportunities provided by technology and engineering that are based on the fields of science and mathematics and which includes all stages of education from pre-school to higher education. In this study, creative drama method and its applicability on STEM education process have been discussed. Problem solving, creating a problem, approaching a problem from different perspectives, and mathematical thinking skills, all of which are among the objectives of STEM, correspond to the acquisitions of creative drama. Considering this, it can be argued that creative drama, which is an interdisciplinary work, is an effective teaching method enriching the learning environment for STEM that is an integrated learning. A creative drama activity plan that can be improved by being used in STEM applications has been presented in the appendix.
Overview: Higher Education Data Resources
Author: Texas Higher Education Coordinating Board
Date: 2018-02-00
Type: Guides - General
Subjects: Higher Education,Web Sites,Data,Access to Information,Resources

The &quot;Texas Higher Education Data&quot; website offers policymakers, students, parents, K-12 educators, media, researchers, and faculty a collection of education data designed to help shape policy and inform initiatives that will move Texas closer to achieving the goals of the &quot;60x30TX&quot; strategic plan and will lay the foundation for a globally competitive workforce. This website is maintained by the Texas Higher Education Coordinating Board (THECB) and is intended primarily for users who wish to locate or generate data regarding higher education. The site provides direct access to various reports, statistics, queries, and interactive tools. As features are added or updated, a notification panel on the homepage titled &quot;Latest News&quot; assists users in identifying the most recent changes.
Novice Teachers&apos; Classroom Management Self Efficacy Beliefs
Author: Tok, Türkay Nuri
Date: 2016-00-11
Type: Journal Articles
Subjects: Beginning Teachers,Classroom Techniques,Self Efficacy,Foreign Countries,Beliefs,Measures (Individuals),Gender Differences,Teacher Attitudes

This study aims to determine novice teachers' classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers' classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.
Investigating Kindergartners&apos; Geometric and Spatial Thinking Skills: In Context of Gender and Age
Author: Korkmaz, Halil Ibrahim
Date: 2017-00-00
Type: Journal Articles
Subjects: Kindergarten,Spatial Ability,Geometry,Thinking Skills,Age Differences,Gender Differences,Geometric Concepts,Mathematics Instruction,Preschool Children,Visualization,Scores

The purpose of this study was to investigate kindergartners' geometric (shape, area and symmetry) and spatial (spatial orientation and spatial visualization) thinking skills, in the context of gender and age. Whether kindergartners' geometric and spatial thinking skills vary by their age or gender was questioned. A total of 73 kindergartners (40 boys and 33 girls) aged between 4-5 ([image omitted] = 4,6) participated this study. Survey Design was used for this study. Participants were selected according to Convenience Sampling method. Accessibility of educational institutions and willingness of teachers, were decisive. &quot;Geometric and Spatial Thinking Skills Test&quot; (GEOST-ST) was used to collect the data. MANOVA (Multivariate ANOVA) was performed for data analysis. According to the results of this study, difference between children's mean scores of relevant geometric and spatial thinking skills, aren't statistically significant for gender and age.
Learning for Life and Work. Report of the Commission on Higher Education &amp; Employability
Author: New England Board of Higher Education
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Employment Potential,College Graduates,Career Readiness,Labor Market,Information Utilization,Career Counseling,Employment Services,Supply and Demand,Best Practices,School Business Relationship,Work Experience Programs,Experiential Learning,Cooperative Learning,Internship Programs,Student Financial Aid,Computer Science Education,Information Technology,Coding,Job Skills,Information Management,Computer Security,Entrepreneurship,Credentials,Job Training,Strategic Planning,Educational Assessment,Equal Education

Surveys of New England employers, college academic officers, and graduates find that many consider today's college graduates inadequately prepared for the world of work. In 2017, the New England Board of Higher Education convened the Commission on Higher Education &amp; Employability, under the leadership of Rhode Island Governor Gina M. Raimondo. The Commission brought together stakeholders from higher education, government, business and other sectors to commit to increasing the work readiness of New England's college graduates for a rapidly changing, increasingly complex economy and society. This report focuses on the collaboration between higher education, regional employers, and policymakers, presenting the Commission's recommendations in the areas of: (1) Effective use of labor market data to inform programs, policy and practice; (2) Re-envisioning advising and career services offered by colleges to better align supply and demand and implement best practices and disruptive approaches; (3) Targeted higher education-industry partnerships; (4) Increased postsecondary opportunities for work-integrated, experiential and cooperative learning (for example, internships, field placements), including policy incentives and student aid programs; (5) In-demand digital skills bundles that include fundamental information technology and coding skills, knowledge of the digital economy, data analytics, cloud computing, technology security, and entrepreneurship or other essential 21st century skills; and (6) Policies related to new credentials, including recognition and aggregation of postsecondary and non-postsecondary training and the work experiences of working adults and veterans.
Federal Perkins Loan Program Extension Act of 2015 (Public Law 114-105)
Author: US Congress
Date: 2015-12-18
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Aid,Student Loan Programs,Educational Legislation,Federal Legislation,Higher Education,Undergraduate Students,Disclosure,Laws

The Federal Perkins Loan Program Extension Act of 2015 (Public Law 114-105) was put in place to extend temporarily the Federal Perkins Loan program, and for other purposes. The act is organized into the following sections: (1) Short Title; (2) Extension of Federal Perkins Loan Program (Authority to Make Loans--In General: Section 462 of the Higher Education Act of 1965 (20 U.S.C. 1087aa) is amended; Authority to Make Loans--In General: Loans for New Undergraduate Federal Perkins Loan Borrowers, Loans for Current Undergraduate Federal Perkins Loan Borrowers, and Loans for Certain Graduate Borrowers; No Additional Loans; and Prohibition on Additional Appropriations); and (3) Disclosure Require Prior to Disbursement (Section 463A(a) of the Higher Education Act of 1965 (20 U.S.C. 1087cc-1(a)) is amended).
Migrant and Seasonal Head Start Report to Congress [2009-2011]
Author: Administration for Children, Youth, and Families (DHHS), Office of Head Start
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Intervention,School Readiness,Migrant Education,Access to Education,Agency Cooperation,Educational Improvement,Federal Legislation,Educational Legislation,Barriers,At Risk Students,Poverty,Low Income Students,Eligibility

The Department of Health and Human Services (HHS) submits this report to the House of Representatives' Committee on Education and the Workforce and the Senate's Committee on Health, Education, Labor, and Pensions pursuant to section 649(l)(1) through (3) of the Improving Head Start for School Readiness Act (Act), Public Law 110-134. This report contains findings based on data collected from 2009 through 2011. HHS will receive 2011 through 2013 data on or around March or April 2016. When that data becomes available, HHS will update findings contained in this report. This report has two main sections. The first section, &quot;History,&quot; briefly recounts how Head Start began as part of President Lyndon B. Johnson's War on Poverty and how it expanded to serve children from families that migrate to work in agriculture. It describes Migrant and Seasonal Head Start (MSHS) program features and explains what makes a family eligible for MSHS services. The second section, &quot;Section 649(l) of the Act,&quot; explains the Act's requirements and describes how HHS collaborated with other federal agencies, MSHS providers, and parents to meet those requirements. It presents national and regional estimates of children eligible to receive MSHS services and explains why HHS could not provide information on states where these children are underserved. It reports how many children actually receive MSHS services. It identifies barriers that prevent children from accessing MSHS services and proposes an outreach plan to eliminate those barriers. Finally, it describes how HHS successfully serves this population.
Intensive Intervention Practice Guide: Applying Response to Intervention for Secondary Students Who Struggle with Reading Comprehension
Author: Bresina, Britta Cook
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Response to Intervention,Secondary School Students,Reading Difficulties,Reading Comprehension,Screening Tests,Progress Monitoring,Evidence Based Practice,Program Effectiveness

Response to Intervention (RTI) is a multi-level framework designed to prevent academic failure and remediate areas of deficit. It is a framework to support students for whom generally effective practices have been insufficient. Its inclusion in the Individuals with Disabilities Education Act (IDEA; U. S. Department of Education, 2004) identified RTI with special education eligibility determination. However, RTI can also be viewed as a framework to organize increasingly intensive instruction for students at risk for or with disabilities (D. Fuchs, Fuchs, &amp; Stecker, 2010). Many secondary students who struggle to read, regardless of disability status, struggle specifically with reading comprehension. These students will need interventions targeting comprehension and other related skills to make progress. The RTI framework consists of four main components: (1) universal screening; (2) levels of increasingly intensive intervention; (3) progress monitoring; and (4) data-based instructional decisions. By the secondary grades, the primary focus of RTI shifts from the identification of to the treatment of difficulties (Vaughn &amp; Fletcher, 2012), suggesting alterations to the traditional RTI framework used in the elementary grades. While there is limited research on the effectiveness of RTI in the secondary grades to remediate reading comprehension difficulties, there is evidence that adolescence is not too late to improve reading comprehension outcomes (Scammacca et al., 2007). Overall, the literature supports the implementation of intensive reading interventions for students in secondary schools and that using an RTI framework to intensify reading comprehension interventions is an effective approach for these students.