ethanporcaro/eric-fulltext-meta huggingface dataset:
What Measures Do Schools Use to Reclassify Students as &quot;English Proficient&quot;? 50-State Comparison: English Learner Policies
Author: Education Commission of the States
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,State Policy,State Regulation,Language Proficiency,Language Tests,Measures (Individuals),Evaluation Methods,Student Evaluation

The population of English learners (ELs) in K-12 schools continues to grow. Between the 2009-10 and 2014-15 school years, the percentage of English learners increased in over half of the states, and in 2017, English learners made up 10.1% of the total student population. Research suggests that in their transition to English, non-native speakers fall behind academically, which can intensify the longer a student remains in an English learner program. State education leaders are mindful of this and have implemented policies to identify, serve and reclassify English learners as they become proficient. This resource captures the metrics used by each state to reclassify English learners as English proficient. Twenty-four states explicitly require students to score proficiently on an English language proficiency exam. Some states consider additional metrics, including academic performance, statewide assessments, and teacher observations and recommendations. [View the full &quot;50-State Comparison on English Learner Policies&quot; here https://www.ecs.org/50-state-comparison-english-learner-policies/.]
Which Program Approaches Does State Policy Authorize? 50-State Comparison: English Learner Policies
Author: Education Commission of the States
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,State Policy,State Regulation,Immersion Programs,Bilingual Education Programs,Program Design

Research is mixed about which program approaches are most effective, but researchers agree that English learners (ELs) perform better academically and achieve greater language proficiency when they have some type of English language instruction. Program approaches vary widely, but the most common types include: (1) English as a Second Language: Academic content is taught in English in mainstream classrooms, and students receive ESL instruction to develop English language skills; (2) Sheltered English/Structured English Immersion: Academic content is taught only in English and in EL-only classrooms. Instruction is adjusted to students' English proficiency levels; (3) Bilingual/Bilingual-Bicultural: English learners receive academic instruction in English and a second language, eventually transitioning to English instruction only with a goal of moving to a mainstream classroom. Transitional bilingual programs complete these transitions rapidly; and (4) Dual language immersion/two-way bilingual: Students are taught academic content in two languages with a goal of developing proficiency in both languages. Some programs include both English learners and English-only students. This resource captures which program approaches each state policy authorizes based on state statutes and regulations. [View the full &quot;50-State Comparison on English Learner Policies&quot; here https://www.ecs.org/50-state-comparison-english-learner-policies/.]
The Communication between Parents with Special Needs Children and Their Typically Developing Children in Turkey
Author: Karaca, M. Abdulbaki
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Parent Child Relationship,Intellectual Disability,Foreign Countries,Problem Solving,Gender Differences,Age Differences,Family Income,Educational Attainment,Correlation,Listening Skills,Symptoms (Individual Disorders),Parent Background,Family Structure

In Turkey, whereas there are a number of studies which examine the communication of parents with their typically developing children, there are limited studies which examine the communication of parents with special needs children with their typically developing children. Therefore, the main purpose of this study is to investigate the communication of parents with special needs children with their typically developing children. 295 parents who have both mentally disabled and typically developing children participated in the study in the 2019-2020 academic year. The data in the study were obtained by using the Parent-Child Communication Scale (PCCS) developed by Kahraman (2016). The scale consisting of 27 items contains 5 sub-dimensions and explains 0.54,3 of the total variance. For the overall reliability, the Cronbach's alpha was 0.865. The data were analyzed by using the statistical techniques included in the SPSS program to analyze the data collected through the scale. There are two main objectives in the study: to explore the communication of parents with special needs children with their typically developing children in terms of various variables, and relationship between perception of problem-solving and unobstructed listening, open to share, respect-acceptance and sensitivity, which are among to the subscales of PCCS. As a result of the research, it was revealed that there was a significant difference between the genders, ages, education status, disability status of their special needs children and their monthly income levels of parents with special needs children and their communication levels with their typically developing children. As the perception of problem-solving increased in the communication of parents with special needs children with their typically developing children. However, there was no correlation between the perception of problem-solving and unobstructed listening skills of parents with special needs children with their typically developing children.
An Investigation of the Turkish Preservice Teachers&apos; Attitudes towards Individualized Education Program Development Process
Author: Karaca, M. Abdulbaki
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Individualized Education Programs,Gender Differences,Inclusion,Knowledge Level,Students with Disabilities,Training,Preservice Teacher Education

The purpose of the current study was to investigate the attitudes of preservice teachers who study at Turkish universities towards the development process of an individualized education program (IEP). The participants of the study were composed of 304 teachers who were all seniors at the faculties of education in the 2019-2020 academic year. The data were collected through the attitude determination scale (ADS) towards the IEP development process developed by Tike (2007). The scale contained 3 dimensions and 15 items. A Principal Component Analysis revealed a 3-factor structure of 15 items with a 61,39% of the total variance explained. In order to determine the internal consistency a reliability test was implemented and the Cronbach Alpha coefficient for the 3 factors was found as 0.67. The collected data were analyzed through a statistical analysis program. In order to determine a possible significant difference between the participants' genders, previous interaction with inclusive students, taking inclusive education classes and their attitudes towards IEP development process, an independent variables t-test was implemented. To determine whether there exists a significant difference according to the participants' knowledge of the regulations regarding inclusive education a one-way ANOVA was implemented. When a difference was revealed Tukey test was implemented to determine the differentiation and check the difference between the mean scores. At the end of the study, a statistically significant difference was found regarding the participants' genders, taking inclusive education classes and knowledge of the regulations regarding inclusive education while no statistically significant difference was found according to their previous interaction with inclusive education.
Maintaining Trust as Data Use Changes: Student Data Privacy and the COVID-19 Crisis
Author: Data Quality Campaign
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Educational Policy,Privacy,Student Records,Data Use,Information Security,Online Courses,State Policy,Administrator Role,Governance,Training,Competence,Teacher Role

Over the past several years, policymakers across the country have enacted and updated policies designed to address safe data use in modern and evolving classrooms; now, changes in teaching practice are happening on an unprecedented scale and pace following the rapid transition to online learning. States will need to move quickly to provide student data privacy and security support so that educators and other stakeholders can trust data and ensure safe use. This brief highlights short- and long-term actions state leaders can take to empower educators to use and safeguard data responsibly as they navigate online learning. [For more information about creating a high-quality data governance body, see &quot;Roadmap for Cross-Agency Data Governance,&quot; ED607232.]
Making Data Work for Personalized Learning: Lessons Learned. Case Study
Author: Data Quality Campaign
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Decision Making,Data Use,State Departments of Education,Student Centered Learning,State School District Relationship,Information Literacy,Access to Information,Privacy,Information Security,Student Records,Trust (Psychology),State Policy,Strategic Planning,Elementary Secondary Education

No vision of personalized learning can be realized without support for data use. State strategies to create student-centered classrooms require critical policy conditions that allow those closest to students to access and use timely, safeguarded data to make decisions. This case study outlines steps SEAs can take to ensure the effective use of data to achieve their personalized learning goals. These recommendations are based on lessons learned from Rhode Island, South Carolina, and Vermont--states that have taken steps to support districts' efforts to deliver a quality personalized learning experience for all students. Drawing insights from interviews with state leaders and local practitioners, case studies, and document reviews, this paper offers considerations for how SEAs can support the ability of those closest to students to use data to support student success in student-centered classrooms.
Environmental Disaster Education at University: An Overview in New Normal of COVID-19
Author: Alim, Alimun Nasrun A. Hi
Date: 2020-08-00
Type: Reports - Research
Subjects: COVID-19,Disease Control,College Students,Emergency Programs,Program Effectiveness,Foreign Countries,Knowledge Level,Student Attitudes,Training,Pandemics

Pandemic Coronavirus Disease (COVID-19) is a non-natural disaster that occurs globally. Disaster mitigation efforts need to be made when entering a new normal life after the physical distancing policy is relaxed. The purpose of this study was to describe the knowledge and participation of students in disaster mitigation activities during the new normal period. The research method used descriptive, data collection techniques through Google Form with a sample of 54 students. The results showed that learning of disaster mitigation education is not maximally taught at the university level with a percentage of 57.4% for students, who did not receive disaster mitigation education. However, as many as 51.9% of students had attended training in disaster education. Disaster mitigation education was important to do when a new normal period. That is because students are one component that has a role to convey various information about the disaster, especially COVID-19. This study concludes that knowledge and student participation in disaster education still needs to be improved. The suggestion from this research was necessary to develop innovative learning tools for disaster mitigation education in the new normal era of COVID-19.
Girls&apos; Education in Turkey: An Analysis of Education Policies from a Feminist Perspective
Author: Çöker, Berna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Womens Education,Gender Bias,Equal Education,Educational Policy,Data Collection,Educational Legislation,Elementary Secondary Education,Social Bias,Curriculum,Textbooks,Student Attrition,At Risk Students,Vocational Education,Higher Education,Feminism

In this study, I aim to provide an analysis of gender equality in the Turkish education system by looking at policies and their outcomes on girl's schooling. My goal is to demonstrate the ways educational policies have been complicit in reproducing inequality and difference between the sexes by examining what issues regarding education and gender have become a part of public discourse, and which issues have not. The investigation of the role of the state in contributing to gendered outcomes in education is operationalized by two data gathering processes. The first is document analysis of policy documents directly related to education which are Article 42 of the Constitution, Basic Law of National Education. Law 1739, and Basic Education Reform Act. No. 4306. The second is the collection of educational statistics and documents that would shed light to the condition of girls' education in Turkey. The central finding of the study is that the educational policies and practices in Turkey are based on the premises of &quot;formal equality&quot; and &quot;meritocracy&quot; which aims to provide the same opportunities to every member of society. However, the functional view of schooling based on the concepts of &quot;formal equality&quot; and &quot;meritocracy&quot; fosters the belief that males and females are benefitting equally and serve to mask the inequitable distribution of knowledge and skills between men and women. Therefore, educational policies continue to be gender-neutral, far from challenging the gender dynamics that discriminate against girls and women. Article 42 of the Constitution, the Basic Law of National Education. Law 1739, the Basic Education Reform Act. No. 4306 and its extension, 4+Reform, focuses on the expansion and improvement of primary and secondary education, but does not carry any special measures to change the structures and relations that discriminate against girls. No national policies to counter the impact of negative socialization by curriculum and textbook revision have been adopted. Moreover, high female attrition rates especially in the underdeveloped regions of Turkey continue to exist. Gender-streaming is still apparent in the program choices made in vocational and higher education. Turkey depends on macro education policies without any gender differentiation to ensure educational equality.
Measuring Growth in 2021: What State Leaders Need to Know
Author: Data Quality Campaign
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Growth Models,State Policy,State Standards,COVID-19,Pandemics,School Closing,Progress Monitoring,Testing,Elementary Secondary Education,Academic Achievement,Data

States can and should continue to measure student growth in 2021. Growth data will be crucial to understanding how school closures due to COVID-19 have affected student progress and what supports they will need to get back on track. Education leaders will also need growth data to ensure that any recovery efforts are equitable as well as effective and to demonstrate their commitment to transparency. In this resource, the authors will outline considerations for measuring growth when missing annual assessment data for the prior year, discuss uses of this data, and recommend actions states can take &quot;right now&quot; to measure growth in 2021.
Competencies of Grade VI Teachers in Technology and Livelihood Education (TLE)
Author: Elli, Maria Cristina A.
Date: 2020-04-00
Type: Journal Articles
Subjects: Grade 6,Teacher Competencies,Teacher Characteristics,Foreign Countries,Elementary School Teachers,Information Technology,Technological Literacy,Entrepreneurship,Agricultural Occupations,Home Economics,Industrial Arts,Age Differences,Gender Differences,Marital Status,Academic Rank (Professional),Educational Attainment,Teaching Experience,Teacher Education,Seminars,Workshops,Training

This study aims to determine the competencies of Grade VI teachers teaching Technology and Livelihood Education (TLE). The survey questionnaire design utilizing frequency count, ranking and chi square were used to carry out this study. Result shows that majority of the TLE teachers belong to the categories of young and middle ages. Most of them are females, married and with teacher I position. It also showed that higher percentage of TLE teachers have earned masteral units. In terms of teaching experience many are new in the service, without national certificate and seminars and trainings on school-based level. The study concludes that the profile of teachers teaching TLE vary along age, gender, marital status, position title, educational attainment, length of service, competency assessment certificate and trainings and seminars attended. The TLE teachers are generally &quot;experienced&quot; in most of the competencies along the four areas of TLE. There is no significant relationship between the profile of TLE teachers and the competencies along ICT and Entrepreneurship, Agriculture, Home Economics and Industrial Arts except for the position title in Agriculture.
Public Safety Officers&apos; Benefits (PSOB) and Public Safety Officers&apos; Educational Assistance (PSOEA) Programs. CRS Report R45327, Version 7. Updated
Author: Szymendera, Scott D.
Date: 2020-05-27
Type: Reports - Descriptive
Subjects: Police,Fire Protection,Professional Personnel,Emergency Medical Technicians,Injuries,Death,Student Financial Aid,Higher Education,Spouses,Children,Federal Programs,Fringe Benefits,COVID-19,Federal Legislation,Clergy,Government Employees,Disabilities

The Public Safety Officers' Benefits (PSOB) program provides cash benefits to federal, state, and local law enforcement officers; firefighters; employees of emergency management agencies; and members of emergency medical services agencies who are killed or permanently and totally disabled as the result of personal injuries sustained in the line of duty. The Public Safety Officers' Educational Assistance (PSOEA) program, a component of the PSOB program, provides higher-education assistance to the children and spouses of public safety officers killed or permanently disabled in the line of duty. The PSOB and PSOEA programs are administered by the Department of Justice (DOJ), Bureau of Justice Assistance (BJA). Each year, Congress appropriates funding for PSOB death benefits, which is considered mandatory spending, and for PSOB disability benefits and PSOEA benefits, which is subject to annual appropriations. Public safety officers who contract Coronavirus Disease 2019 (COVID-19) in the line of duty may be eligible for PSOB benefits. However, there is no presumption that an officer's COVID-19 was contracted in the line of duty. BJA guidance outlines circumstances when an officer's COVID-19 case is to be considered to be duty-related. The legislation discussed in this report would create a presumption of eligibility for COVID-19 cases: H.R. 6509, the Public Safety Officer Pandemic Response Act of 2020; Section 19082 of H.R. 6800, the Heroes Act; and S. 3607, the Safeguarding America's First Responders Act. [This report was written with the assistance of Paul Romero.]
Unauthorized Alien Students: Issues and &quot;DREAM Act&quot; Legislation. CRS Report RL33863, Version 32. Updated
Author: Bruno, Andorra
Date: 2015-01-20
Type: Reports - Descriptive
Subjects: Undocumented Immigrants,Federal Legislation,Federal Government,Access to Education,Postsecondary Education,Higher Education,State Government,Eligibility,Government Role

Immigration reform has been hotly debated in recent years. Broadly construed, it encompasses a range of issues, including the highly controversial question of legalizing large numbers of unauthorized immigrants in the United States. A historically less controversial, more targeted legalization proposal has been included in &quot;DREAM Act&quot; legislation, which seeks to enable certain unauthorized aliens who entered the United States as children to obtain legal immigration status. The name DREAM Act derives from the bill title, Development, Relief, and Education for Alien Minors Act, but it refers more broadly to a class of measures to provide immigration relief to unauthorized students, whether or not particular bills carry that name. Multiple DREAM Act bills have been introduced in recent Congresses to address the unauthorized student population. Most have proposed a two-prong approach of repealing the 1996 provision and enabling some unauthorized alien students to become U.S. lawful permanent residents (LPRs) through an immigration procedure known as cancellation of removal. While there are other options for dealing with this population, this report deals exclusively with the DREAM Act approach in light of the considerable congressional interest in it. This report discusses legislation in the 111th, 112th, and 113th Congresses.
District-Led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County&apos;s iZone. CPRE Research Report #RR 2020-1
Author: Glazer, Joshua L.
Date: 2020-07-00
Type: Reports - Research
Subjects: School Turnaround,County School Districts,Equal Education,Educational Improvement,Educational Strategies,Program Implementation,Academic Standards,Accountability,Instructional Design,Faculty Development

The Shelby County iZone is a district-led effort to dramatically improve, or &quot;turn around,&quot; 23 of the lowest performing schools in Tennessee in the 15th largest district in the country. Despite circumstances that have derailed many past reforms, iZone schools have made statistically significant and educationally meaningful gains in mathematics and English language arts (ELA) (Zimmer, Henry, Kho, &amp; Viano, 2015). This report presents the findings of a multi-year research project that examined the evolution of the iZone as it shifted its strategy from school-level autonomy to one that featured a common curriculum, shared pedagogy, and collegial learning. The analysis delves into the challenges that iZone leaders, principals, and teachers confronted in coping with the needs of a student population mired in intergeneration poverty, rigorous performance standards, and a stringent accountability system. The results illuminate the importance of multi-level system re-design, continuous improvement, and compromise and negotiation among key stakeholder groups.