ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Pension Plans: How They Work, and How They Affect Recruitment, Retention, and Equity
Author: Aldeman, Chad
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Retirement Benefits,Teacher Retirement,Public School Teachers,Teacher Recruitment,Teacher Persistence,Program Design,Public Policy,Costs,Teacher Employment Benefits,Educational Finance,Retrenchment,Compensation (Remuneration),Educational Equity (Finance)

Pensions have been at the forefront of recent debates over teacher pay, but the issues are complicated and political. As such, this document is an attempt to inform readers about how pension plans work for the 90 percent of public school teachers enrolled in them. Using objective data and analysis, we explain how teachers earn benefits in those plans, and how the plans interact with other goals in our education system, including attracting and retaining high-quality teachers and providing equitable resources to disadvantaged students. While there are no one-size-fits-all solutions, this document concludes with ideas on ways states could redesign their retirement systems to better meet the needs of teachers and the general public. As a disclaimer, this report focuses on questions affecting public policy choices. Teachers should consult a qualified financial professional before making any consequential financial decisions.
University of North Florida Accountability Plan, 2019
Author: State University System of Florida, Board of Governors
Date: 2019-04-24
Type: Numerical/Quantitative Data
Subjects: State Universities,Research Universities,Accountability,Educational Planning,Strategic Planning,Performance Based Assessment,Educational Finance,Educational Indicators,Enrollment,Coordination,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,Student Characteristics,Employment Level,Wages,Student Costs,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Student Financial Aid,Access to Education

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For the 2018 University of North Florida Accountability Plan, see ED597126.]
Conceptual Framework of the Development of Prospective Skilled Machine-Building Industry Employees&apos; Self-Education Competence
Author: Osypenko, Serhii
Date: 2019-00-00
Type: Journal Articles
Subjects: Skilled Workers,Independent Study,Vocational Education,Competence,Manufacturing Industry

The conceptual provisions of the purposeful development of the prospective skilled employees' self-education competence in the Institutions of Vocational Education (Vocational Education and Training) (hereinafter referred to as IVE (VET)) are investigated. It is determined that at present the level of educational process organization in IVE (VET) doesn't meet the requirements of modern production. Among the main vectors for the modernization of vocational training of prospective skilled employees, the dominant of which should be made on the development of students' self-educational abilities, and technological knowledge of the machine-building industry skilled employees must be constantly improved and replenished with new information. The results of the definitive analysis of such significant for the research concepts as &quot;competence approach&quot;, &quot;competence&quot;, &quot;qualification&quot; are manifested. Self-education competence is interpreted as a personality's integrated property synthesizing knowledge, skills, experience of self-education and personal qualities that can be performed in productive student's self-education activity and behavior and ensure a prospective skilled worker's preparedness and ability to identify deliberately the reality, to master reasonably the social experience of mankind and perform self-realization. It is defined that self-education competence of a prospective machine-building industry skilled employee is constructed of five interdependent and mutually determined components: motivational-valuable, cognitive, operational-activity-oriented, organizational-volitional and reflexive-evaluative. The principal methodological approaches (competence, personality-oriented, activity-oriented, systematic, reflexive, axiological, informational, environmental) and pedagogical principles of the development of prospective skilled employees' self-education competence (value-substantive orientation, system and consistency, continuity, personification, mobility, researching, reflection, visibility, humanization, problem solving, integration) are suggested. On the basis of factor analysis, pedagogical conditions are determined, the directions for achieving the goal of purposeful development of students' self-education competence in IVE(VET) of machine-building profile are given. The prospect of further scientific research, related to the design of methods and technologies for the development of students' self-educational competence in the Institutions of VE (VET) of machine-building profile, are defined.
Wide-Open Spaces: Schooling in Rural America Today
Author: Robson, Kelly
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Rural Areas,Rural Schools,Elementary Secondary Education,Barriers,Poverty,Low Income Groups,Educational Attainment,Enrollment Trends,Human Capital,Transportation,Educational Policy,Access to Health Care,Social Problems,Substance Abuse,Minority Groups,Community Role,Rural Urban Differences,Racial Differences,Ethnicity,Children,Housing,Employment Level,Internet,Food,Geographic Regions,Social Capital,Public Schools

Fourteen percent of the nation's population lives in rural communities, and one in five K-12 students attends a rural school. This is a substantial portion of the population, but it's far too often overlooked by education analysts, advocates, and policymakers. Rural communities tend to face some persistent challenges, including higher rates of poverty, lower median household incomes, and lower rates of educational attainment compared to urban areas. The schools serving these rural communities often struggle with declining enrollment, high rates of child poverty, low economies of scale, and a lack of human capital and adequate transportation. Education policy and practice in rural communities must take into account broader community factors, such as limited economic opportunity, poor access to healthcare, and social challenges, like drug addiction. Moreover, rural communities are incredibly diverse, both economically and racially. Some of the country's most impoverished areas are communities with significant minority populations in the rural South, along the U.S.-Mexico border, and on Native American reservations throughout the West. Those focused on improving outcomes for low-income and minority students simply cannot continue to overlook rural America. The purpose of this document is to provide an overview of the state of rural communities and schools. It aims to equip advocates, decision-makers, and other stakeholders with a shared understanding of rural education to generate a more accurate and nuanced policy response.
Preschool Children&apos;s Verbal Communication within Two Different Classroom Setting
Author: Dogan Altun, Zübeyde
Date: 2017-00-00
Type: Journal Articles
Subjects: Verbal Communication,Preschool Children,Preschool Education,Gender Differences,Classroom Environment,Play,Learning Activities,Interpersonal Communication,Language Usage,Interaction,Social Influences

This study investigated the effects of two different classroom contexts, sociodramatic play and a teacher led activity, on children's use of verbal communication. Additionally, the effect of children's gender on their use of verbal communication was examined. Participants in the study were 24 children between the ages of 37 and 55 months old, who were attending two preschools located in the northern part of the state of Florida, USA. The data collection was completed through observation of children's play and teacher-led reading-retelling-drawing activities. Children were observed on two occasions for each activity, and the total observation time was 40 minutes per child. Sociometric Interview, Leaper's (1991) discourse patterns categories, and Halliday's (1973) seven types of language demands were used as instruments to collect data in the study. Data analyses were completed by using Descriptive and repeated measurements and ANOVA statistical techniques. According to the findings, children use language to serve a variety of functions during different classroom activities. In the play context (open) language is used mostly to serve imaginative and interactional functions. In the closed-field context, where the interaction was led by the teacher, the most common language function used by the children was informative language. Five out of seven (Regulatory, personal, imaginative, informative, interactional); and one out of four discourse patterns (Control) were used in different frequencies within play and teacher contexts.
University of Central Florida Accountability Plan, 2019
Author: State University System of Florida, Board of Governors
Date: 2019-03-21
Type: Numerical/Quantitative Data
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Education,High School Students,Strategic Planning,Grade Point Average,College Entrance Examinations,Scores,Academic Persistence,Expenditures

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For the 2018 University of Central Florida Accountability Plan, see ED597123.]
Academic Motivation Deficits in Adolescents with ADHD and Associations with Academic Functioning
Author: Smith, Zoe R.
Date: 2020-00-00
Type: Reports - Research
Subjects: Student Motivation,Rewards,Grade 8,Early Adolescents,Attention Deficit Hyperactivity Disorder,Grade Point Average,Reading Achievement,Mathematics Achievement,Homework,Gender Differences,Intelligence,Drug Therapy,Self Determination,Middle School Students,Students with Disabilities

The present study evaluates differences in self-reported intrinsic and extrinsic academic motivation and amotivation between eighth-grade adolescents with (n = 162) and without (n = 140) ADHD. This study also examines associations between motivation and academic functioning with objective (i.e., grade point average, standardized reading and math scores) and cross-rater measurement (i.e., parent-reported homework performance). Multivariate analysis of variance controlling for sex, intelligence, and medication status found that adolescents with ADHD exhibited a significant motivational deficit compared to adolescents without ADHD across all areas of academic motivation, including intrinsic motivation (d = 0.49), extrinsic motivation (d = 0.43), and amotivation (d = 0.42). To examine whether motivation was differentially associated with academic impairment in the ADHD and comparison groups, a multi-group path analysis was conducted controlling for sex, intelligence, and medication status. Findings showed that motivation was differentially associated with academic impairment for adolescents with and without ADHD. For the comparison group, higher amotivation was associated with poorer homework performance and lower intrinsic motivation was associated with lower reading accuracy. In the ADHD group, higher amotivation was associated with poorer homework performance and math fluency, higher extrinsic motivation was associated with better homework performance and higher GPA, and higher intrinsic motivation was associated with higher reading accuracy. This study builds upon previous research in demonstrating that adolescents with ADHD have academic motivational deficits when compared to their peers without ADHD. Research is needed to understand the longitudinal interplay of academic motivation and academic functioning, with an eye towards developing or modifying interventions to increase academic motivation and academic success. [This paper was published in &quot;Journal of Abnormal Child Psychology&quot; v48 p237-249 2020.]
Who Benefits from Selective Education? Evidence from Elite Boarding School Admissions
Author: Shi, Ying
Date: 2019-00-00
Type: Reports - Research
Subjects: Selective Admission,Boarding Schools,Secondary Schools,Academically Gifted,Disproportionate Representation,Disadvantaged Youth,STEM Education,Achievement Gap,Peer Influence,Program Effectiveness,Competition,College Entrance Examinations,Gender Differences,Racial Differences,Ethnicity,Academic Achievement,Postsecondary Education,College Attendance,Educational Attainment,College Graduates

Existing research finds minimal gains from attending elite US secondary schools. This paper estimates the causal effect of attending a selective public boarding school, an institutional model increasingly used by states to serve academically gifted students. Regression discontinuity estimates using multiple admissions thresholds show math score gains and college application and enrollment patterns that shift away from less competitive colleges. Effects are concentrated among minorities, students with lower prior individual achievement, from rural neighborhoods, or lower-achieving sending schools. The opportunity to attend selective boarding schools reduces the tendency of disadvantaged or under-represented students to attend a less selective college by at least one-quarter. [This is the in press version of an article published in &quot;Economics of Education Review.&quot;]
Exploring the Nature of Associations between Educators&apos; Knowledge and Their Emergent Literacy Classroom Practices
Author: Piasta, Shayne B.
Date: 2020-01-11
Type: Reports - Research
Subjects: Pedagogical Content Knowledge,Knowledge Base for Teaching,Correlation,Early Childhood Teachers,Literacy Education,Teacher Effectiveness,Teaching Methods,Early Childhood Education,Teacher Competencies,Phonological Awareness,Phoneme Grapheme Correspondence,Emergent Literacy

Educators' content knowledge is considered a key determinant of classroom practices and thus children's learning. In this study, we examine the nature of associations between early childhood educators' literacy content knowledge and their classroom emergent literacy practices. Specifically, we apply generalized additive modeling to consider three hypotheses regarding the functional form of these associations: (1) educators' content knowledge must reach a threshold before demonstrating associations with practice, (2) educators' knowledge is associated with practice until reaching a plateau, or (3) educators' knowledge is linearly associated with practice. We measured educators' (n = 437) content knowledge using an adaptation of the Moats (1994) knowledge survey, observed their classroom practices in the fall and spring of one academic year, and applied standardized coding schemes to code the latter with respect to the quality and quantity of emergent literacy practices. In general, results indicated positive, linear associations between educators' knowledge and classroom practices. We discuss findings relative to prior work and conjectures concerning these associations as characterized by thresholds or plateaus. We also discuss implications for future research, preservice educator preparation, and inservice professional development. [This paper was published in &quot;Reading and Writing: An Interdisciplinary Journal.&quot;]
Pedagogical System for Forming Professional Ethics in Future Social Workers at Universities
Author: Zozuliak-Sluchyk, Roksoliana
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Work,Caseworkers,Ethics,Standards,Professionalism,Counselor Training,Teaching Methods,Universities,Moral Values,Moral Development,Decision Making,Skill Development,Social Adjustment,Empathy,Humanism,Justice,Human Dignity,Prosocial Behavior,Goal Orientation,Student Motivation,Ideology,Creativity,Behavior Standards,Modeling (Psychology)

The article presents key components of a pedagogical system for professional and ethical training of future social workers, which contribute to increasing their level of professional ethics. It determines the essence of the pedagogical system, which unities the processes of forming, developing, education and learning with all forms, methods and terms of their occurrence. The pedagogical system for forming professional ethics in future social workers at universities is described. It is considered as the multiplicity of interrelated components necessary for an organized and purposeful professional and pedagogical influence on the process of developing moral and ethical qualities in future specialists. The objectives of the pedagogical system for forming professional ethics in future social workers are determined. They are the following: professional and ideological (to form moral consciousness in students; to intensify their activities in professional and ethical training); behavioural and deontological (to facilitate the processes of decision-making in accordance with the requirements of professional ethics, to acquire skills in ethical modelling and predicting production situations, to follow moral and ethical norms); personally significant (to consolidate such personal qualities as humanism, ethical maturity, responsibility, sense of justice, dignity and respect for others, tolerance, politeness, decency, empathy, attentiveness, diligence, sincerity, sociability, social adaptability). The possible stages of forming professional ethics in future social workers at universities are outlined. They are as follows: the motivation and goals stage (preparing students to understand the goals of professional training, which enhance their motivation to form professional ethics); the procedure stage (it builds relevant knowledge, skills, experience and develops personally and professionally important qualities in students with the help of content, forms, methods and technologies); the evaluation and diagnostics stage (it verifies the efficiency of the introduced pedagogical system and is implemented through such components as motivation and values, cognitive and ideological aspects, activities and behaviour, personal and positional aspects, reflexive and creative aspects).
Proceedings of International Conference on Social and Education Sciences (Denver, Colorado, October 7-10, 2019)
Author: Shelley, Mack, Ed.
Date: 2019-00-00
Type: Collected Works - Proceedings
Subjects: Social Sciences,Education,Hispanic Americans,Racial Composition,College Faculty,School Personnel,Administrators,Competence,Qualifications,College Students,Hispanic American Students,Positive Attitudes,Knowledge Level,Behavior,Vocabulary,Indigenous Knowledge,Native Language,Language Maintenance,Mental Disorders,Health Behavior,Foreign Countries,Role Models,Mentors,Stakeholders,Attitudes,Administrator Education,Job Performance,Teaching Methods,Educational Technology,Technology Uses in Education,Learner Engagement,Engineering Education,Student School Relationship,Identification (Psychology),Family Influence,Learning Processes,Planning,Evaluation,Teacher Placement,STEM Education,Industry,Educational Environment,Educational Change,Coaching (Performance),Online Courses,Academic Achievement,Higher Education,Cultural Awareness,Writing (Composition)

&quot;Proceedings of International Conference on Social and Education Sciences&quot; includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place at the Holiday Inn &amp; Suites Denver Tech Center-Centennial on October 7-10, 2019 in Denver, CO, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES) and supported by Iowa State University, Indiana University, and University of Northern Colorado. The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences After peer-reviewing process, all full papers are published in the Conference Proceedings. [These proceedings were published by the International Society for Technology, Education and Science (ISTES).]