ethanporcaro/eric-fulltext-meta huggingface dataset:
Knowledge in Action Efficacy Study over Two Years
Author: Saavedra, Anna Rosefsky
Date: 2021-02-22
Type: Reports - Research
Subjects: Active Learning,Student Projects,Advanced Placement Programs,Units of Study,Intervention,Program Effectiveness,Secondary School Curriculum,Instructional Materials,Faculty Development,High School Students,High School Teachers,United States Government (Course),Environmental Education

The purpose of this study was to evaluate the impact of Knowledge in Action (KIA) project-based learning (PBL) approach to Advanced Placement (AP) on students' AP examination performance. This study used a randomized controlled trial, with school-level randomization within five large and predominantly urban U.S. school districts, to compare the AP performance of students in treatment versus control schools, during the 2016-17 and 2017-18 school years. KIA students outperformed non-KIA students on AP exams, including within subgroups. The pattern of results was consistent for two years, and within two courses, AP U.S. Government and AP Environmental Science. Though the shift to PBL required considerable pedagogical changes, teachers and students perceived benefits beyond AP performance, and the majority of teachers planned to continue using PBL after the study. Results support teacher-driven adoption of KIA for students from both lower- and higher-income households, and in both courses. [This report was prepared by the University of Southern California's Dornsife Center for Economic and Social Research for Lucas Education Research, the research division of the George Lucas Educational Foundation.]
Utah 2021 Graduation Rates: 4-Year Graduation Report
Author: Utah State Board of Education
Date: 2021-11-16
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,High School Graduates,Dropout Rate,Asian American Students,African American Students,American Indian Students,Hispanic American Students,White Students,Pacific Americans,Students with Disabilities,Low Income Students,English Language Learners

The Every Student Succeeds Act (ESSA) requires the state to calculate a four-year cohort rate. Utah implemented a federally defined cohort graduation rate in 2008. The graduation rate for the 2021 cohort includes all students who started ninth grade in the 2017-18 school year, plus students who transferred into the Utah public education system after ninth grade. Students in the cohort have four possible final outcomes: (1) Graduate; (2) Continuing student; (3) Other completer; and (4) Dropout. Highlights from this report include the following: (1) Utah's state graduation rate for the 2021 cohort is 88.1%; (2) Students who are Asian had the highest graduation rate -- 91.7% for the 2021 cohort; (3) Utah's 2021 graduation rate has remained consistent with the 2020 graduation rate; and (4) Due to a larger cohort size, 1,233 more students graduated in 2021 than in 2020. [For &quot;Utah 2019 Graduation Rates,&quot; see ED606125.]
How Can Postsecondary Education and Training Programs Help Working Students Persist? Findings from Career Pathways Studies. OPRE Report 2021-236
Author: Gardiner, Karen N.
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Academic Persistence,Career Pathways,Postsecondary Education,Student Employment,Nontraditional Students,Educational Strategies,Program Effectiveness

Most occupations projected to grow the fastest in the coming years will require postsecondary education and training. Of the 30 occupations with the most job growth projected between 2019 and 2029, 20 require at least some postsecondary education, including degrees and nondegree credentials. Millions of adults lack the postsecondary credentials needed to obtain many jobs in the current economy. Challenges to credential attainment include limited information about education and training options and their outcomes, expenses related to enrollment and persistence, and, for many students, the need to balance school with work responsibilities. This brief first summarizes the career pathways framework and associated evaluations. Then, using findings from these evaluations, it describes how programs that incorporate key features of the career pathways framework help their students persist and complete. Although not specific to working students, the strategies described can help students balance school and work. Data is used from three Administration for Children and Families-funded studies of programs adopting a career pathways framework.
&quot;Helicopter Parents&quot; and Other Factors Impacting the Development of College Student Independence
Author: Cleland, Carrie J.
Date: 2006-07-31
Type: Reports - Research
Subjects: College Students,Parent Role,Parent Child Relationship,Parenting Styles,Student Characteristics,Self Efficacy,College Role,Social Influences,School Responsibility,Court Litigation,Student Development,Telecommunications,Student Responsibility

Parents of college students who are attending college today are more involved in various aspects of their children's lives than ever before. Changes in the economy, the look of the average American family, and in technology have led to changes in parenting styles. New emphasis has been placed on being involved in the child's life, on keeping abreast of all that the child is involved in and helping with these activities (coaching, classroom parents, scout leaders, etc…), and on maintaining a close relationship with the child that has many more similarities to a friendship rather than what has traditionally been perceived as the parent to child relationship. These new parenting styles have led to a student in college who is less independent at the start of their college career, and who does not experience as much growth during college as students of previous years. Studies on student independence and surveys of college student self-ranking of independence have been examined and compared to past data. Results of these studies show that there has been a definite shift to higher levels of narcissism and lower levels of independence as related to college students of the 1990's when compared to earlier decades. It is important to examine this research and determine what the course of action for college administrators should be, and how these trends will have an impact on the future of society.
VET Student Outcomes 2021. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Outcomes of Education,Vocational Followup,Education Work Relationship,Student Satisfaction,Employment Level,Employment Potential,Job Skills,Job Training,COVID-19,Pandemics

This report provides a summary of the outcomes and satisfaction of students who completed nationally recognised vocational education and training (VET) delivered by registered training organisations (RTOs) in Australia during 2020 using data collected between June and August 2021. The figures are derived from the National Student Outcomes Survey, which is an annual survey of VET students. Historically the National Student Outcomes Survey included graduates (students who completed a qualification) and subject completers (students who completed at least one subject and left the VET system without obtaining a qualification). To better reflect the training undertaken in the VET system, the survey has been segmented by training type, consistent with the Total VET students and courses publication.
Incorporating Callous-Unemotional Behaviors into School-Based Research
Author: Willoughby, Michael T.
Date: 2021-08-28
Type: Reports - Research
Subjects: Elementary School Students,Grade 1,Grade 2,Student Behavior,Behavior Problems,Personality Traits,Psychopathology,Attention Deficit Hyperactivity Disorder,Comorbidity,School Psychology,Prosocial Behavior,Predictor Variables,Rating Scales

This study investigated the utility of including teacher-reported callous-unemotional (CU) behaviors in the assessment of disruptive behaviors in school-based research. Participants included 138 first- and second-grade children (68% male; 76% eligible for free or reduced-price lunch; 61% Black, 9% Latinx, 23% White, and 7% multiracial) who completed assessments during the baseline assessment of an intervention study. Results indicated that teachers could distinguish CU from traditional indicators of disruptive behavior, including attention deficit hyperactivity disorder (ADHD) behaviors and conduct problems (CP). When considered alone, there was mixed evidence for the utility of CU behaviors. Although higher levels of CU behaviors explained unique variation in teacher-reported social competence and global impairment, CU behaviors did not explain unique variation in disciplinary infractions, classroom behavior, or academic functioning after accounting for ADHD and CP behaviors. A different pattern of results was evident when CU was considered in conjunction with ADHD and CP behaviors. Latent profile analyses identified three subgroups of participants (i.e., a nondisruptive group, an ADHD group, and a comorbid group, who exhibited elevated levels of ADHD, CP, and CU). Compared to the nondisruptive group, the ADHD group exhibited higher rates of off-task classroom behavior and worse academic functioning. The comorbid group exhibited moderate to large differences from both groups on teacher-reported and objective outcomes. The implications of these results are discussed with respect to the potential value of incorporating CU behaviors, which are becoming prominent in clinical psychology and psychiatry, into school-based research and for school psychology practice. [This paper will be published in &quot;School Psychology.&quot;]
Building the Staircase to Algebra through Grade 5 Mathematics
Author: McAllister, Deborah A.
Date: 2021-11-15
Type: Reports - Research
Subjects: Algebra,Grade 5,Elementary School Mathematics,Common Core State Standards,Faculty Development,Mathematics Teachers,Experiential Learning,Active Learning,Inquiry

This program focused on improving mathematics content and pedagogy for fifth-grade teachers, including regular classroom teachers and exceptional education teachers, as they implemented the Common Core State Standards (CCSS) for Mathematics. Concentrating work with a single grade allowed for tightening breadth while increasing depth of content. The major focus of fifth-grade content includes operations with fractions, two-digit divisor and decimal division, and understanding of volume. All activities were correlated to fifth-grade CCSS. The eight CCSS Mathematical Practices were woven throughout the activities. The Tennessee Educator Acceleration Model was reviewed with teachers, and activities were presented and analyzed with regard to the rubric. The 19 TEAM categories meshed with the program objectives. Thirty-one teachers from partner school districts participated. The program timeline included one spring Saturday session, a 5-day summer academy, and two follow-up Saturday sessions in the fall (50 contact hours), and online discussion throughout the spring, summer, and fall. Hands-on activities that utilized a variety of mathematics manipulatives and constructivist strategies for teaching and learning were emphasized. Participants demonstrated a significant increase in mathematics content knowledge. The program was funded through the Tennessee Higher Education Commission (THEC) Improving Teaching Quality Program.
Pennies to the Dollar: The Investment Gap for New Jersey&apos;s Earliest Learners
Author: Advocates for Children of New Jersey
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Preschool Children,Preschool Education,Child Development,Educational Finance,State Aid,Infants,Toddlers,State Policy,Investment,Federal Aid,Elementary Secondary Education,Comparative Analysis,Child Care,Grants,Tax Credits,Home Visits,Low Income Groups,Federal Programs,Educational Legislation,Students with Disabilities,Equal Education,Federal Legislation,Kindergarten,Expenditure per Student

While the importance of the period from birth to age three as the most promising and possibly consequential stage of human development has gained attention over the last quarter century, public investments in children's early learning opportunities have remained inadequate. The nation, as well as the state of New Jersey, invests the fewest public dollars to support the educational needs of infants and toddlers, and what is invested is a small fraction of what is spent on children's education after age three. The United States ranks 36th of 38 among developed countries for public investment in the education of children under age three. While over the past two decades New Jersey has dedicated substantial state funding for preschool and K-12 education, one group has been left out of these vital educational investments: infants and toddlers. This report details the investment gaps to support the education of infants and toddlers and provides three policy/investment recommendations. [This brief is based on an analysis conducted by Ajay Chaudry and Taryn Morrissey. Additional support for this brief was provided by the Think Babies campaign.]
Engaging More Employers in Nationally Recognised Training to Develop Their Workforce. Research Report
Author: Bowman, Kaye
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Labor Force Development,Vocational Education,Employers,Job Training,COVID-19,Pandemics

Australia's economic recovery from the COVID-19 pandemic depends on the ability of employers to fill the skills shortages resulting from lower migration and upturns in economic prosperity associated with ongoing technological change. The national vocational education and training (VET) system is best placed to support employers to meet these skill needs. However, data from the Survey of Employers' Use and Views of the VET System show that, prior to the onset of the pandemic, employers' engagement with the VET system had trended downward over the previous 14 years up until 2019. This research examined the factors in the current VET environment that influence employers' decisions when choosing training options, in particular, nationally recognised training. The research is based on interviews with a range of peak stakeholder bodies in late 2020 and early 2021 and of employers between March and June 2021. The research was supported by a review of the most relevant national and international literature. According to the peak bodies and employers interviewed, the development of more skill sets is linked to the need to reduce the number of existing training packages. Also acknowledged is the reality that many employers have a limited understanding of nationally recognised training, underlining the requirement for improved messaging as a starting point for better engagement. [Additional information relating to this research is available in: &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Literature Review - Support Document 1&quot; (ED616446); &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Peak Body Interviews - Support Document 2&quot; (ED616447); and &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Employer Interviews - Support Document 3&quot; (ED616448).]
Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Literature Review - Support Document 1
Author: Callan, Victor J.
Date: 2021-00-00
Type: Information Analyses
Subjects: Foreign Countries,Labor Force Development,Vocational Education,Employers,Job Training,COVID-19,Pandemics

This support document contains a literature review for the project entitled: &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce. Research Report&quot; (ED616445). The aim of the overall research project is to identify strategies to improve employer uptake of nationally recognised training in the current environment. This requires deepening the understanding of employer thinking and approaches to workforce training in general and in relation to nationally recognised training in particular. There is a significant body of literature on employers and workforce training. This literature review points to factors that affect employer training choices for their workforce as background to identifying strategies for improving employer engagement in nationally recognised training to develop their workforce. It suggests that an ongoing adaptation of the national vocational education and training (VET) system is required to meet the continuing needs of Australia's workforce. [For &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Peak Body Interviews - Support Document 2,&quot; see ED616447. For &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Employer Interviews - Support Document 3,&quot; see ED616448.]
Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Peak Body Interviews - Support Document 2
Author: Callan, Victor J.
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Labor Force Development,Vocational Education,Employers,Job Training,COVID-19,Pandemics,Interviews

This document was produced by the authors based on their research for the report &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce. Research Report&quot; (ED616445) and is an added resource for further information. This support document reports on the outcomes of the interviews with representatives of the peak stakeholder bodies. The peak stakeholder bodies included: (1) employer networks and advisory bodies (six bodies); (2) government industry training and skills bodies (six bodies); and (3) vocational education and training (VET) training provider peak bodies (three bodies). The perspectives of senior representatives of these key peak stakeholder groups are considered as they may affect employer views and practices in training their workforce, while offering a strategic overview of the motivations and trends behind employer engagement in training, including nationally recognised and other types of training. [For &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Literature Review - Support Document 1,&quot; see ED616446. For &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Employer Interviews - Support Document 3,&quot; see ED616448.]
Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Employer Interviews - Support Document 3
Author: Bowman, Kaye
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Labor Force Development,Vocational Education,Employers,Job Training,COVID-19,Pandemics,Interviews,Agriculture,Retailing,Transportation,Facilities,Information Technology,Mass Media,Telecommunications

This document was produced by the authors based on their research for the report &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce. Research Report&quot; (ED616445) and is an added resource for further information. This support document reports on the outcomes of 35 interviews with employers in five industry sectors with relatively low engagement with the national vocational education and training (VET) system in 2019. These five sectors are: Agriculture, Retail, Transport, Warehousing and Information Media and Telecommunications (NCVER 2019). The full set of questions that guided the discussions with employers is provided in the appendix. The questions were informed by learnings from phases 1 and 2 of the project involving a literature review and interviews with VET stakeholder peak bodies. [For &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Literature Review - Support Document 1,&quot; see ED616446. For &quot;Engaging More Employers in Nationally Recognised Training to Develop Their Workforce: Peak Body Interviews - Support Document 2,&quot; see ED616447.]
Examination of a Distance Education Course through the Lens of Activity Theory
Author: Duzenli, Hulya
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Open Education,Online Courses,Electronic Learning,Interaction,Educational Environment,Higher Education,Foreign Countries,Social Theories,Social Environment

Being a complex social process, open and distance learning includes many different dynamics and interaction elements. Activity theory provides a comprehensive framework for understanding complex human interactions and the lack of appropriate methods to address the complexity of online learning environments. The main purpose of this study is to define the seven elements of interaction (subject, object, tools, rules, community, division of labor and outcome) in an online course within the framework of activity theory. In order to reach this purpose, a qualitative study has been carried out by using exploratory case study model. As a result of this study, the general activity system of the online course was identified. According to the activity system, the subject refers to the learners who attend the online course, the tools are all learning materials, learning environments and instructors in the online course, the rules incorporate all lawfully restricting codes, regulations and guidelines in the course along with the community norms, network standards and the rules determined by the learners during the synchronous courses. The community in the course is made up of all the learners who attend the online course, the instructor, forum moderators, technical staff and OEF (Open Education Faculty) management. The division of labor has been observed to be scattered among the students, the instructor, the administration and the support staff. Ultimately, the object is to pass the course and the outcomes are the ones that the course offers in its educational plan. [This paper was published in: Proceedings of &quot;International Open &amp; Distance Learning Conference (IODL19)&quot; (pp. 275-282). Eskisehir, Turkey: Anadolu University.]
Using Social Network Analysis to Review the Research in Open and Distance Learning
Author: Bozkurt, Aras
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Social Networks,Network Analysis,Learning Analytics,Open Education,Distance Education,Periodicals,Journal Articles,Educational Technology,Bibliometrics,Educational Research

This study presents a social network analysis of the keywords attached to articles published in the &quot;Turkish Online Journal of Distance Education&quot; (&quot;TOJDE&quot;), a prominent journal in the field of open and distance learning. The social network analysis applied was based on a data mining and analytics approach. A total of 1120 keywords from 784 selected articles constituted the sample of the study. The keyword analysis revealed that the articles published in the &quot;TOJDE&quot; largely focused on technology-related issues, suggesting that the issues related to educational technology are a popular research area. However, the analysis also found that there was an imbalance between educational technology-related topics and pedagogy-related topics, a critical issue that needs to be further considered. [This paper was published in: Proceedings of &quot;The Association for Educational Communications and Technology (AECT) 2019 International Convention&quot; (pp. 38-44). AECT.]