ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Perspectives of Hands-On Experiential Learning&apos;s Impact on Skill Development Using Various Teaching Modalities
Author: Kline, Andrew R.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Experiential Learning,Skill Development,Teaching Methods,Electronic Learning,Blended Learning,Soft Skills,Educational Technology,Technology Uses in Education,Construction Management,Asynchronous Communication,Construction (Process),Knowledge Level,College Students

Due to the Coronavirus pandemic, traditional university classes, and any associated experiential hands-on learning laboratories, adapted to comply with safety standards for public health, transitioning from a traditional classroom environment to a virtual one. This paper discusses the impact hands-on experiential learning laboratories have on both technical understanding and soft skill development utilizing different teaching modalities: completely asynchronous online delivery or a hybrid delivery incorporating synchronous virtual lectures and in-person hands-on building activities. Hands-on experiential learning laboratories have been used in conjunction with other instructional delivery methods, helping students connect the dots between theory and application. These hands-on laboratories provide opportunities for students to &quot;learn by doing&quot; by building full-scale assemblies, developing both technical and soft skills. A survey was conducted to determine students' perspectives on how hands-on experiential exercises impacted both technical and soft skill development, and responses were analyzed for the different teaching modalities employed. Overall, all technical skills and most soft skills were positively impacted by these activities under both modalities, with hybrid courses having higher ratings than both asynchronous courses and traditional pre-COVID course delivery. This information may assist construction management programs that are interested in developing hands-on experiential laboratory exercises using various teaching modalities. [For the complete proceedings, see ED626149.]
Systems Thinking to Transform Schools: Identifying Levers That Lift Educational Quality. Policy Brief
Author: Fuller, Bruce
Date: 2022-09-00
Type: Reports - Research
Subjects: Systems Approach,Educational Change,Social Emotional Learning,Literacy Education,Numeracy,Sustainable Development,COVID-19,Pandemics,Access to Education,Low Income Students,Achievement Gap,Developing Nations,Economic Factors,Barriers,Equal Education,Educational Policy,Educational Objectives,Educational Quality,Academic Achievement,Standards,Accountability,Foreign Countries,Elementary Secondary Education,Organizational Change

The United Nations has set forth an ambitious vision for education systems around the globe: cultivating life-long learning from early childhood through an individual's civic and work life. Schools must support children and youth in basic learning--including crucial socio-emotional, literacy, and numeracy competencies--to contribute to sustainable societies. However prior to the COVID-19 pandemic, a severe learning crisis held back hundreds of millions of children. Analysts project that 9 out of 10 children in low-income countries and 5 out of 10 in middle-income countries will not develop core secondary education skills in literacy and numeracy by 2030 and the pandemic has only deepened the learning crisis and widened achievement gaps. Students also face daunting global challenges: rapidly evolving job demands, worsening inequality, and doubts over economic sustainability. This brief argues that policymakers and educators must grasp the levers of organizational change inside education institutions to rethink goals and lift school quality. Systems thinking offers key tools for leveraging gains inside classrooms and enriching the quality of teaching and student engagement. This brief shares differing pathways for sparking systems change and details country and state cases that have raised student learning by deploying the powerful tools of systems analysis.
Transforming Education for Holistic Student Development: Learning from Education System (Re)Building around the World. Report
Author: Datnow, Amanda
Date: 2022-09-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Change,Holistic Approach,Educational Development,Student Development,Advanced Placement Programs,Intellectual Development,Physical Development,Emotional Development,Social Development,Moral Development,Cultural Awareness

In anticipation of the United Nations Transforming Education Summit in September 2022, this report explores the work of building and (re)building education systems to support holistic student development. It focuses specifically on the journeys of seven education systems--situated in high-, middle-, and low-middle-income countries with democratic traditions--as they make the whole child the center of their work. They include national initiatives in Singapore, Ireland, and Chile; provincial, territorial, and local initiatives in Canada, India, and the United States; and a cross-national initiative in the International Baccalaureate. All seven systems operate in policy contexts pressing for measurable gains in students' academic learning, and none seeks to compromise academic rigor. Yet all seven aim to go further by supporting the intellectual, physical, emotional, social, cultural, and moral development of students. This report is structured in four parts: (1) Motivation and framework; (2) Systems overview and case summaries; (3) Cross-case analysis; and (4) Considerations for collective conversation and action. [Written with Juan Bravo, Whitney Hegseth, Jeanne Ho, Devi Khanna, Dennis Kwek, Angela Lyle, Amelia Peterson, Thomas K. Walsh, José Weinstein, and Hwei Ming Wong. For the technical report, see ED626330. For the case reports in this series, see British Columbia (ED626332), India (ED626334), Iowa (ED626337), Ireland (ED626338), and International Baccalaureate (ED626342).]
Research Foundations: Transforming Education for Holistic Student Development -- Learning from Education System (Re)Building around the World. Technical Report
Author: Datnow, Amanda
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Holistic Approach,Educational Change,Advanced Placement Programs,Educational Policy,Instruction,Learning,Global Approach,Leaders

The following research review is a companion to &quot;Transforming Education for Holistic Student Development: Learning from Education System (Re)building Around the World&quot; (Datnow et al., 2022), a summary report that explores the work of building and rebuilding education systems to support holistic student development in six systems around the world (in Singapore, Ireland, Chile, Canada, India, and the United States) and in one cross-national system (the International Baccalaureate). This review synthesizes the research foundations of four topics central to the summary report: the contemporary policy focus on holistic student development; instruction, teaching, and learning; (re)building education systems; and the demands on education leaders. It also situates these topics in the global education context. Insights from the review support readers in engaging the summary report both (a) to understand and appreciate the work of these seven initiatives, and (b) to think critically about the ways that their work extends and complicates leading theory and research bearing on (re)building education systems to support holistic student development. [For the full report, see ED626329. For the case reports in this series, see British Columbia (ED626332), India (ED626334), Iowa (ED626337), Ireland (ED626338), and International Baccalaureate (ED626342).]
Equity, Equality, Diversity, and Inclusion as Key Performance Indicators in Higher Education
Author: Kayyali, Mustafa
Date: 2022-09-00
Type: Journal Articles
Subjects: Equal Education,Diversity,Inclusion,Higher Education,College Environment,Access to Education

Equity, equality, diversity, and inclusion are all essential considerations for any organization, and higher education institutions are no exception. These concepts are closely related and often used interchangeably, but they have distinct meanings. [The page range cited on the .pdf (pp. 1-2) is incorrect. The correct page range is pp. 1-3.]
Education Transformation in British Columbia. Case Study
Author: Peterson, Amelia
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Change,Educational Policy,Change Strategies,Curriculum Development,Graduation Requirements,Evaluation,Language Usage,Indigenous Populations,Capacity Building

This case describes an ongoing system reform effort to transform the learning experiences of young people in British Columbia through changes to curriculum and graduation requirements. Over the past decade, the province of British Columbia has undergone substantial reform to its central curriculum and assessment framework. Interlinked with this formal policy change, collaboration among the Ministry of Education, the teacher union, professional associations, and quasi-formal networks has enabled a deeper and more transformational shift in the structures and culture of schooling--not just improving on traditional metrics but moving toward a more diverse and encompassing vision of education and its outcomes. This case study describes this reform journey and sets it within the longer history of educational change in the province. [For the full report, &quot;Transforming Education for Holistic Student Development: Learning from Education System (Re)Building around the World,&quot; see ED626329. For the technical report, see ED626330. For the other case reports in this series, see India (ED626334), Iowa (ED626337), Ireland (ED626338), and International Baccalaureate (ED626342).]
Commonfund Higher Education Price Index. 2022 Update
Author: Commonfund Institute
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Higher Education,Cost Indexes,Economic Climate,Educational Finance,Teacher Salaries,College Faculty,Costs,Regional Characteristics,School Personnel,Salaries,Utilities,Fringe Benefits,Resources,Services,Private Colleges,Public Colleges,Community Colleges,Institutional Characteristics

The Higher Education Price Index (HEPI) is an inflation index designed specifically for use by institutions of higher education. Compiled from data reported by government agencies and industry sources, HEPI measures the average relative level in the price of a fixed market basket of goods and services purchased by colleges and universities each year through current fund educational and general expenditures, excluding research. A more accurate indicator of cost changes for colleges and universities than the Consumer Price Index (CPI), HEPI is used primarily to project future budget increases required to preserve purchasing power. With compilations dating back to 1961, HEPI offers almost 60 continuous years of higher education inflation data. It is an essential tool enabling schools to determine increases in funding necessary to maintain both real purchasing power and investment. HEPI is compiled using data items from publicly available sources that are released at different points in the academic fiscal year, which runs from July 1 through the following June 30. This year's report shows, costs for a market basket of items making up those operating budgets increased at an annual rate of 5.2 percent in FY2022 compared with 2.7 percent in FY2021 (and 1.9 percent in FY2020). From a long-term perspective, it was the steepest annual increase in HEPI since 6.0 percent in 2001. This is not welcome data, but it does make clear the need to discuss and weigh matters related to inflation just like other high priority agenda topics. [For the 2021 Update, see ED617394.]
State-Led Education Reform in Delhi, India: A Case Study of the Happiness Curriculum. Case Study
Author: Khanna, Devi
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Preschools,Elementary Education,Curriculum,State Schools,Educational Change,Psychological Patterns,Metacognition,Critical Thinking,Thinking Skills,Reflection,Social Emotional Learning,Curriculum Implementation,Curriculum Design,Curriculum Development,Instruction,Educational Policy

The Happiness Curriculum is made up of compulsory 45-minute daily lessons with the aim of developing mindfulness, critical thinking, reflection, and social-emotional skills among students in more than 1,000 government-run schools in Delhi, India. Three units--Exploring Happiness through Learning and Awareness; Experiencing Happiness in Relationships through Feelings; and Happiness through Active Participation--based on a &quot;triad of happiness&quot; and the philosophy of coexistence are taught from nursery to grade 8. This case study outlines the inception, implementation, and impact of the Happiness Curriculum in the context of broader education reforms in Delhi. [For the full report, &quot;Transforming Education for Holistic Student Development: Learning from Education System (Re)Building around the World,&quot; see ED626329. For the technical report, see ED626330. For the other case reports in this series, see British Columbia (ED626332), Iowa (ED626337), Ireland (ED626338), and International Baccalaureate (ED626342).]
Community-Centered Education in Cedar Rapids, Iowa: Iowa BIG&apos;s System Transformation. Case Study
Author: Lyle, Angela M.
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: High Schools,Student Centered Learning,Educational Development,Educational Change,Holistic Approach,Active Learning,Student Projects,Community Involvement

Iowa BIG is a system of high schools located in Cedar Rapids, Iowa in the United States which emerged from community rebuilding efforts following catastrophic flooding in the city. The aim of this case study is to highlight Iowa BIG's complexity by describing how it functions as a: (1) school system; (2) vision for student-centric learning; and (3) educational system. The author concludes by offering recommendations for policymakers, drawing on lessons from the Iowa BIG journey. [For the full report, &quot;Transforming Education for Holistic Student Development: Learning from Education System (Re)Building around the World,&quot; see ED626329. For the technical report, see ED626330. For the other case reports in this series, see British Columbia (ED626332), India (ED626334), Ireland (ED626338), and International Baccalaureate (ED626342).]
Redeveloping the Primary School Curriculum in Ireland. Case Study
Author: Walsh, Thomas
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Elementary Education,Curriculum Development,Educational Change,National Curriculum,Holistic Approach,Child Development,Literacy Education,Numeracy,Educational Policy,Capacity Building,Change Strategies

This case study focuses on the journey and progress to date within the Irish education system to redevelop the national primary school curriculum. While the redevelopment process focuses on all aspects of curriculum, pedagogy, and assessment, a particular focus is placed on elements relating to whole-child development. Central to this is an exploration of provisions for enhanced child and teacher agency regarding curriculum and pedagogy in classrooms and schools. The key tensions in the shift from a detailed and prescriptive curriculum to a curriculum framework--and the interface with policy and discourses prioritizing literacy and numeracy while maintaining an emphasis on whole child development--are explored. [For the full report, &quot;Transforming Education for Holistic Student Development: Learning from Education System (Re)Building around the World,&quot; see ED626329. For the technical report, see ED626330. For the other case reports in this series, see British Columbia (ED626332), India (ED626334), Iowa (ED626337), and International Baccalaureate (ED626342).]
Efficacy Analysis of Zearn Math in DC Public Schools
Author: Szatrowski, Alisa
Date: 2022-12-00
Type: Reports - Research
Subjects: Mathematics Instruction,Public Schools,Mathematics Achievement,Teaching Methods,Comparative Analysis,Mathematics Tests,Diagnostic Tests,Matched Groups,Partnerships in Education,Program Effectiveness,Elementary School Students,Geographic Information Systems,Retention (Psychology),Student Placement

Analysis of consistent Zearn Math users and a comparable group of non-users in District of Columbia Public Schools (DCPS) shows that students who used Zearn Math consistently had higher levels of academic growth than similar students with low- or no-usage. This analysis used two quasi-experimental methods, Coarsened Exact Matching (CEM) and fixed effects, to examine the impact of Zearn Math across [approximately]1,000 students who completed an average of 3+ Zearn Math lessons per week, during the 2018-2019, 2020-2021 and/or 2021-2022 school years. Findings showed that students who used Zearn Math consistently grew 36% more; the equivalent of 10.5 additional weeks of learning in one school year, as measured by the i-Ready Diagnostic. Students who started two or more years below grade-level had almost 2x the growth with consistent Zearn Math usage as similar students with low or no usage; the equivalent of an additional 23.7 weeks. Consistent Zearn Math usage was shown to result in a 32% reduction in summer slide, equivalent to five weeks of learning over the summer. Students with consistent Zearn Math usage in 2020-2021 maintained almost 75% of their additional growth a year after they stopped using Zearn Math. [The report was published by Zearn.]
Transcending Borders: The International Baccalaureate&apos;s Systemic Approach to Educating the Whole Person. Case Study
Author: Hegseth, Whitney
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Advanced Placement Programs,Holistic Approach,Barriers,Conflict,Equal Education,Educational Quality,Difficulty Level,Academic Standards,Academic Achievement,Educational History,Educational Policy,Educational Change,Capacity Building,Systems Approach,Educational Practices

The International Baccalaureate Organization (IBO) endeavors to promote both challenging academic instruction and more holistic aims--namely, intercultural understanding and respect. Throughout its history, the IB system has managed at least three ongoing tensions, which stem from its multifaceted aims and which the system has evolved to manage. These three tensions are between: (1) academic rigor and equitable access; (2) more traditional academic achievement and more holistic teaching and learning; and (3) providing supports to schools and teachers to promote fidelity of implementation and also permitting practitioners enough discretion for local adaptation. These tensions are especially apparent at three points in time throughout the IB system's reform journey: when IB began in the 1960s, when the Primary Years Programme was created in 1997, and when the PYP was enhanced in 2018. As enduring as these tensions may be, the IB system also offers policymakers lessons on how to manage them. [For the full report, &quot;Transforming Education for Holistic Student Development: Learning from Education System (Re)Building around the World,&quot; see ED626329. For the technical report, see ED626330. For the other case reports in this series, see British Columbia (ED626332), India (ED626334), Iowa (ED626337), and Ireland (ED626338).]
The Child Care and Development Block Grant: In Brief. CRS Report R47312, Version 4
Author: Lynch, Karen E.
Date: 2022-11-18
Type: Reports - Descriptive
Subjects: Block Grants,Federal Aid,Grants,Child Care,Child Care Centers,Low Income Groups,Family Programs,State Federal Aid,Educational Quality,Educational Improvement,Certification,Safety,Health,Standards,Inspection,Crime,Background,Consumer Education

The Child Care and Development Block Grant Act of 1990 (CCDBG Act, as amended) is the main federal law governing child care programs for low-income working families. The CCDBG Act authorizes discretionary appropriations to support grants to state, territorial, and tribal lead agencies. Lead agencies use these funds to subsidize the child care expenses of eligible children and to improve the overall quality and supply of child care. At the lead agency level, discretionary CCDBG funds are integrated with mandatory funds from the Child Care Entitlement to States (CCES). The CCES is permanently authorized in Section 418 of the Social Security Act. CCES funds generally must be spent according to CCDBG Act rules. Combined, the CCES and CCDBG are commonly called the Child Care and Development Fund (CCDF), and this report uses the term &quot;CCDF&quot; to refer to these joint funding streams, where appropriate. The CCDF is administered by the U.S. Department of Health and Human Services (HHS). This report addresses the following topics regarding the CCDBG: (1) Lead Agencies; (2) Subsidy Programs; (3) Quality Improvement Activities; (4) Licensing Requirements; (5) Health and Safety Standards; (6) Inspections; (7) Criminal Background Checks; (8) Consumer Education; (9) Limitations on Use of Funds; (10) Allocation of Funds; and (11) Funding and Children Served.
2022 Innovation Schools Annual Report
Author: Kottenstette, Bill
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Educational Innovation,Boards of Education,School Districts,Educational Policy,State Legislation,Student Needs,Academic Achievement,School Effectiveness,School Demography,Program Descriptions

The Innovation Schools Act of 2008, § 22-32.5-102, et seq. C.R.S., was designed to provide a pathway for schools and districts to develop and implement innovative practices in a wide variety of areas and contexts to improve student outcomes. The Act provides a formal process that allows schools or groups of schools to make requests to their local school boards for waivers from district-level policies and for school boards to make requests to the Colorado State Board of Education for waivers from state-level laws and regulations. The Act enables schools to better provide educational services tailored to meet the needs of their student populations. Innovation schools are required to articulate a vision around the autonomies they are seeking, as well as to gain support from a variety of stakeholders, including teachers, administrators, and School Accountability Committee members, before receiving the innovation school designation. The innovation application process requires schools to think through the common goal and vision that will be made possible by receiving greater autonomy, as well as the policies and documents that will need to change when these innovations are implemented. In compliance with the requirements of § 22-32.5-111, C.R.S., the Colorado Department of Education (CDE) has prepared this annual report divided into the following parts: (1) Overview of the Innovation Schools Act of 2008; (2) Current Demographics of Innovation Schools; (3) Description of the Innovations Implemented; (4) Summary of the Academic Performance of Innovation Schools; and (5) Recommendations for Legislative Changes. This report builds on the format from previous years and typically includes a more detailed section regarding the academic performance of innovation schools and innovation school zones. As a result of the COVID-19 pandemic, state assessments and school performance frameworks in 2020 were suspended and therefore corresponding data is not available. For the 2020-21 school year, state assessments were administered to a limited number of grade levels. Therefore, achievement data is limited, and growth data is not available for this report. In response to disruptions created by COVID-19, Colorado paused the accountability frameworks for two school years (2020-21 and 2021-22). Thus, district and school plan types were carried over from 2019-20. Enrollment information for both districts and Innovation schools reflect a slight increase from the 2020-21 school year, but student populations are still lower than they were in the 2019-20 school year. [This report was prepared by CDE's School Quality and Support Division/Schools of Choice Unit. For the 2021 report, see ED614187.]