ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Education and Care (ECEC) Quality Standards in the Republic of Ireland and the Republic of Serbia: Two Discourses of Quality
Author: Breneselovic, Dragana Pavlovic
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Cross Cultural Studies,Cultural Differences,Comparative Analysis,Early Childhood Education,Documentation,Content Analysis,Educational Quality,Standards,Quality Assurance,Web Sites

The paper provides a comparative analysis of establishing quality in early childhood education and care (ECEC) in the Republic of Ireland and the Republic of Serbia. The analysis is done through desk research of documents dealing with the standards of quality. The following dimensions were compared: 1) The way of preparing and adopting documents; 2) The function of standards; 3) Structure and content of the documents; 4) Evaluation of quality. The comparison of understanding and the purpose of ECEC standards in the two countries has shown the difference between the discourse of building quality and discourse of quality assurance by standardization as the external measure of quality. Whilst in Ireland, the evaluation of the quality is seen as the process of re-consideration and building quality, in Serbia, this is a one off &quot;act&quot; of measuring and control. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
The Local Control Funding Formula: An Opportunity for Early Childhood &amp; Low-Income Students. Increasing Resources for Early Childhood through the Local Control Funding Formula: A Guide for Early Childhood Advocates
Author: Children Now
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Funding Formulas,School Districts,Accountability,Low Income Students,Early Childhood Education,Achievement Gap,School Readiness

According to the new Local Control Funding Formula (LCFF) law, most school districts in the state are responsible for using LCFF funds to improve outcomes for low-income students. Each district has created a Local Control Accountability Plan (LCAP), the funding plan for LCFF. The LCAP is reviewed and revised annually by each district. Early childhood programs have been proven to have the greatest impact on improving outcomes for children from low-income backgrounds. There is no other investment that has been proven to deliver as consistent an impact on students or as high as a return on investment as those made in support of high quality early childhood education. Many districts have recognized this value and have included early childhood strategies in their LCAPs, while others have not. This document shows what the research has found regarding the significant learning gap found in students from low-income backgrounds, statistics of low-income children in the student population of California, and steps early childhood advocates can take to urge their districts to include early childhood in their LCAPs. [For the accompanying LCFF and Early Childhood documents, see &quot;The Local Control Funding Formula: An Opportunity for Early Childhood &amp; Dual Language Learners&quot; (ED568651) and &quot;The Local Control Funding Formula: An Opportunity for Early Childhood &amp; Children in Foster Care&quot; (ED568646).]
The Local Control Funding Formula: An Opportunity for Early Childhood &amp; Dual Language Learners. Increasing Resources for Early Childhood through the Local Control Funding Formula: A Guide for Early Childhood Advocates
Author: Children Now
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Funding Formulas,School Districts,Early Childhood Education,Bilingual Students,English Language Learners,Accountability,Outcomes of Education,Language Proficiency,Advocacy,Spanish,Vietnamese,Tagalog

According to the new Local Control Funding Formula (LCFF) law, most school districts in the state are responsible for using LCFF funds to improve outcomes for English language learners, also known as dual language learners. Each district has created a Local Control Accountability Plan (LCAP), the funding plan for LCFF. The LCAP is reviewed and revised annually by each district. Early childhood programs have been proven to have the greatest impact on improving outcomes for children from non-English speaking backgrounds. There is no other investment that has been proven to deliver as consistent an impact on students or as high as a return on investment as those made in support of high quality early childhood programs. Many districts have recognized this value and have included early childhood strategies in their LCAPs, while others have not. This document shows what the research has found regarding the effects of language and literacy proficiency in dual language learners, statistics of dual language learners in the student population in California, and steps early childhood advocates can take to urge their districts to include early childhood in their LCAPs. [For the accompanying LCFF and Early Childhood documents, see &quot;The Local Control Funding Formula: An Opportunity for Early Childhood &amp; Children in Foster Care&quot; (ED568646) and &quot;The Local Control Funding Formula: An Opportunity for Early Childhood &amp; Low-Income Students&quot; (ED568650).]
Education as an Environmental Tool
Author: Vasquez-Martinez, Claudio-Rafael
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Science Education,Conservation (Environment),Science and Society,Cultural Influences,Democratic Values,Educational Research,Research Methodology,Sustainability

One of the main factors in the globalization of problems and opportunities that face human society is science, which deals with matters of health, environment, competitive production, and employment, among other issues, and generally ways for promoting a better quality of life. Science has become a central part of the culture in the developed countries, where it has been made a priority in the education of citizens. Also, traditional elements of culture have been reinforced when they emphasize and maintain development and a form of democratic life like supportive pillars. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
The Quality of Early Childhood Education Curriculum Framework in the Republic of Serbia
Author: Krnjaja, Živka
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Quality,Early Childhood Education,Preschool Curriculum,Social Responsibility,Accountability,Educational Policy,Curriculum Evaluation,Evaluation Criteria,Educational Indicators,Content Analysis,Models,Childrens Rights,Child Development,Well Being,Communities of Practice,Preschool Teachers

The paper addresses Serbian preschool education Curriculum Framework as one of dimensions of the preschool education quality. The first part of paper deals with the importance of preschool education worldwide as a social responsibility and its accountability in education policy. The second part provides the evaluation of the preschool education curriculum framework based on the analyses of the internal inter-connection of the documents content. The analysis used the criteria identified as the indicators of the quality of preschool education worldwide. The results show the discord between preschool education curriculum framework in Serbia and the characteristics of high quality contemporary preschool education programs. Therefore, an initial step in the recommendations for the reconsideration of the quality of the preschool education curriculum framework would be reaching consensus on the values and theories underpinning preschool education. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Current Situation and Reforms Making Way for Future Positive Developments in the National Education System of Bulgaria: An Overview
Author: Genova, Teodora
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Development,Educational History,Educational Change,Educational Strategies,Educational Finance,Governance,Administrative Organization,Policy Formation,Barriers,Postsecondary Education,Elementary Secondary Education,Early Childhood Education,Adult Education,Vocational Education

This paper on the education system of Bulgaria is aimed at presenting its structure, current situation, problems and challenges that it faces, and on-going reforms leading to some positive trends in the development of the national education sector. At the moment of writing this paper in the year 2015, we will mark the 1160th anniversary of the first Slavic alphabet, which was designed by the two brothers Saints Cyril and Methodius in 855 and was based on Greek characters that in its final Cyrillic form is still in use as the alphabet for modern Bulgarian, Russian and a number of other Slavic languages (Encyclopedia Britannica, 2015). With the accession of Bulgaria to the European Union in 2007, the Cyrillic alphabet became the third official alphabet of the EU adding intrinsic value to truly multilingual Europe. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Evaluation of School Education in Serbia
Author: Hebib, Emina
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Quality,Educational Development,Educational Improvement,Teacher Evaluation,Student Evaluation,Program Evaluation,School Effectiveness,Outcome Measures,Institutional Evaluation,Self Evaluation (Groups),Higher Education,Elementary Secondary Education

In the education system of Serbia significant results have been achieved in the last ten years regarding the establishment and development of the evaluation system in education and the practical application of various types and procedures of evaluation. This paper gives a short overview of ways in which evaluation is carried out on elementary, secondary and higher education levels in Serbia. The overview is accompanied by a reference to problems and difficulties which are encountered in the practical application of educational evaluation. The final part of the text points to assumptions which need to be provided so as to use evaluation as a starting point for improvement and development of school education quality. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
The Michigan Context and Performance Report Card: Public Elementary and Middle Schools, 2015
Author: Spalding, Audrey
Date: 2016-00-00
Type: Reports - Research
Subjects: Achievement Rating,Educational Assessment,Regression (Statistics),Academic Achievement,Socioeconomic Status,Elementary Schools,Middle Schools,School Statistics,Standardized Tests,Rural Schools,Urban Schools,Suburban Schools,Low Income Students,Comparative Analysis,Evaluation Methods,Scores

This is the Mackinac Center's fourth school report card and covers elementary and middle schools. A similar report card was published in 2013, and this edition includes two years' worth of new data. A unique characteristic of this report card is that takes into consideration the &quot;context&quot; of a school when assessing its performance. Specifically, it controls for differences in the socioeconomic status of students each school serves. Including this factor provides a more accurate assessment of a school's performance, since research has shown that student backgrounds can have a large impact on academic performance. Report cards that do not consider these differences among schools can understate the performance of schools serving high-poverty students and overstate the performance of schools serving relatively affluent students. This report card averages several years of student achievement data to create a &quot;Context and Performance&quot; score, or CAP Score. This helps ensure that a school's grade is not unduly influenced by a single year's performance. At least six subject test scores from at least two different years of testing were used to calculate a school's overall CAP Score. Though the Michigan Department of Education publishes school rankings and assessment score cards, the state does not use student socioeconomic status as a way to compare schools enrolling similar student populations. In response to previous CAP report cards, other organizations also have begun publishing school report cards that adjust scores based on student socioeconomic status. This 2015 elementary and middle school report card contains slight methodological changes compared to the 2013 one. Changes to Michigan's standardized student testing system mean that this will be the last elementary and middle school CAP report card to rate schools on the basis of scores from the Michigan Educational Assessment Program tests. Due to the state's phaseout of the MEAP (the last MEAP tests were administered during the 2013-14 school year), this report card can only rely on three years of test data to generate CAP Scores; past report cards have used four. The following are appended: (1) Data Acquisition and Organization; (2) Regression Analysis; and (3) Locale Codes. [For the 2013 Report Card, see ED560064.]
A Survey of Michigan's Private Education Sector. A Mackinac Center Report
Author: White, Rachel
Date: 2016-00-00
Type: Reports - Research
Subjects: Private Education,Private Schools,State Surveys,Administrators,Public Schools,Enrollment Trends,Enrollment,Administrator Surveys,Accreditation (Institutions),Tuition,Institutional Characteristics,Educational Vouchers,Tax Credits,Educational Finance,Parochial Schools

According to data collected by the state, Michigan has 601 private schools that enroll about 113,000 students--about 7 percent of all students in the state. All but 14 of Michigan's 84 counties have at least one private school operating within their boundaries. Despite the fact that private schools in Michigan are widespread, there is very little publicly available information about them. In response to this need, the Mackinac Center, with the help of the Michigan Association of Nonpublic Schools, conducted a survey of private school administrators from all across the state. The survey obtained unique responses from 334 private schools, just over 50 percent of all private schools in the state. The information provided in this report is based off of this survey, but also includes information from the small amount of data that is collected by the state's Center for Educational Performance and Information. In addition, this report contains information about private schools with regards to their student demographics, geographic locations, religious affiliations, accreditation and use of &quot;shared-time&quot; programs (partnering with public school districts) and dual enrollment, among other things. These survey results should be of interest to policymakers, school administrators, taxpayers and families considering enrolling their children in private schools. An appendix contains: Details about Survey Methodology.
School Spending and Student Achievement in Michigan: What's the Relationship? A Mackinac Center Report
Author: DeGrow, Ben
Date: 2016-00-00
Type: Reports - Research
Subjects: Correlation,Academic Achievement,Educational Finance,Regression (Statistics),Elementary Secondary Education,School Districts,Multiple Regression Analysis,Public Schools,Graduation Rate,State Departments of Education,Standardized Tests,Scores

What is the relationship between school spending and student achievement in Michigan? That is the question this paper attempts to answer. The bulk of the research on this question has typically shown that there is little correlation between spending and achievement, but it is possible that Michigan's public schools are an exception to this finding. To test this hypothesis, this study uses a large data set containing detailed spending, standardized test scores and student demographic information from more than 4,000 individual public schools in Michigan from 2007 to 2013. Using building-level data, as opposed to data grouped at the district level, allows for a more precise examination of the relationship between school spending and student achievement. The study employs a multiple regression analysis to examine whether the data show a relationship between school spending and student achievement. It looks for a statistically significant correlation between how much an individual school spends per pupil and how well its students perform on one or more of 28 measurements of academic achievement. The indicators include results from three different standardized tests as well as graduation rates for high school students. The results from this analysis of recent Michigan-specific data suggest that there is no statistically significant correlation between how much money public schools in Michigan spend and how well students perform academically. This finding is consistent with what the bulk of previous research has found. The results from this analysis suggest that student achievement will not improve by simply spending more on Michigan's current public school system, all else being equal. One appendix is included: The Regression Model and Detailed Results.
Students' Plans for Lifelong Learning and Teaching
Author: Plavšic, Marlena
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Informal Education,Nonformal Education,Conventional Instruction,Study Habits,Knowledge Level,Family Income,Parent Background,Student Educational Objectives,Student Attitudes,Intention,Occupational Aspiration,College Faculty,Foreign Countries

One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of knowledge about formal education, non-formal and informal learning, study year, parents' formal education and monthly income. 553 students from Juraj Dobrila University of Pula took part in the study. Students of educational sciences, humanities and economics differed in their plans for further informal learning, while no differences were found regarding their plans for their further formal education and non-formal learning. When it came to plans for teaching, students differed in their plans for informal teaching regarding their study groups, study year and fathers' formal education. No differences were found in students' plans related to the level of mothers' formal education and monthly income. Results are discussed in the perspective of lifelong learning. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Children Voices in Research
Author: Borovac, Tijana
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Children,Research Projects,Student Participation,Young Children,Social Science Research,Child Development,Video Technology,Visual Aids,Informed Consent,Kindergarten,Ethics,Ethnography,Student Attitudes,Research Methodology,Childrens Rights,Foreign Countries,Treaties,International Law

The perspective of &quot;children as social actors&quot; has created a field with new ethical dilemmas and responsibilities for researchers within the social study of childhood. According to experiences of conducting ethnographic video studies in mixed age kindergarten groups, this paper reflects on the processes of negotiating initial and ongoing consent, problematizes the notion of &quot;informed&quot; consent in exploratory research with young children, and considers questions of anonymity when collecting and reporting on visual data. The paper proposes that by adopting a flexible, reflective stance, researchers can learn much from children about their perspectives and the inclusion of young children in the research process. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Recovery-Oriented Services--The Role of Training in Transformation
Author: Nowak, Izabela
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mental Health,Mental Disorders,Rehabilitation,Citizenship,Power Structure,Language Usage,Psychiatry,Social Bias,Allied Health Personnel,Change Strategies,Interpersonal Relationship

Recovery oriented practice/service provision is how workers and services support people in their recovery journey. There are four identified practice domains: promoting citizenship, organizational commitment, supporting personally defined recovery, and working relationship. Professionals might be helpful if they are willing to be open, respectful and use their qualities as partners in healing, rather than &quot;we-they&quot; approach with paternalism and disempowerment. Also language matters in psychiatry, it is claimed to have the potential to contribute either to stigma and social exclusion or to people empowerment. One approach to supporting practice change is through well designed and aligned with the emerging conceptual dimensions of recovery training--users as well as providers needs some education how to benefit from the on-going reform. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
Using Contact and Education as a Means of Combating the Stigma of Mental Illness: An Example of a Polish Foundation &quot;Ef Kropka&quot;
Author: Chrostek, Anna
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Social Bias,Mental Disorders,Barriers,Foreign Countries,Nongovernmental Organizations,Attitude Change,Consciousness Raising,Intervention,Self Concept,Social Attitudes,Public Opinion,Empowerment,Therapy,Stereotypes,Community Education

Social stigma is widely recognized as a major barrier to recovery from mental illness. In Poland, as in other countries, the society perceives mental illnesses as an intimidating problem, while the people affected are often treated with reservation and a sense of distance. One of the first Polish organizations addressing stigmatization and social exclusion of people with mental disorders was the &quot;Open the doors&quot; Association from Kraków. Now their work is followed in Warsaw by the Foundation eF point (&quot;Fundacja eF kropka&quot;). It is a non-governmental organization formed at the initiative of people professionally involved in helping persons with mental illness experience. The Foundation's attempt is to change the negative assumptions about the outcomes of mental diseases, convictions rooted in social awareness and patients' self-perception. This paper describes how the Foundation uses the education and contact approaches to reduce the stigma surrounding mental illness and to foster personal empowerment of people receiving psychiatric treatment. The details of its new anti-stigma initiative &quot;Together against stereotypes&quot; are provided. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
A Virtual World Case Study--Quality, Social Justice, and Accountability in a Simulation-Based Educational Environment
Author: Stockton, Susan
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Social Justice,Accountability,Simulated Environment,Teaching Methods,Educational Technology,Online Courses,Technology Uses in Education,Higher Education,Distance Education,Health Education,Visual Impairments,College Students

This paper examines the application of quality, social justice/equality and accountability/responsibility of teaching and learning in an online educational environment. Components addressed in this paper include a brief inspection of online teaching and learning methods, qualities of online teaching and learning, and the responsibility of teaching and learning with virtual simulations. An appraisal of possible disparity between technology applications by institutes of higher learning and how to address concerns of inequality, in regards to utilization of distance education opportunities, will be discussed. Addressing issues of equality, responsibility and lifelong learning via distance education will be mentioned. Examples of one approach to address these concerns from a case study perspective will be provided. The approach will demonstrate simulation-based learning for a general education course using the virtual world known as Second Life. [For the complete Volume 13, Number 1 proceedings, see ED568595.]