ethanporcaro/eric-fulltext-meta huggingface dataset:
School Life: Official Journal of the Office of Education. Volume 37: October 1954 to June 1955
Author: Lloyd, John H., Ed.
Date: 1957-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Conferences (Gatherings),Enrollment,Facility Requirements,Schools,Student Transportation,Communicable Diseases,Immunization Programs,Civil Defense,School Community Relationship,Educational Media,Second Language Learning,Public Health,Educational Finance

This document contains the October 1954 through June 1955 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of Health, Education, and Welfare Office of Education. The journal issues cover a variety of topics across education sectors, the White House Conference on Education, school enrollment, school physical-plant needs, pupil transportation, polio and the vaccine program, civil defense education, school-community collaboration, Carnegie units, education media, foreign language study, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume 37 index is included.
School Life: Official Journal of the Office of Education. Volume 40: October 1957 to June 1958
Author: Carlson, Theodora E., Ed.
Date: 1958-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Enrollment,Facility Requirements,Year Round Schools,Rural Schools,State Legislation,Conferences (Gatherings),Exchange Programs,Educational Research,Educational Media,Second Language Instruction,Adult Education,Vocational Education,Educational Finance

This document contains the October 1957 through June 1958 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of Health, Education, and Welfare Office of Education. The journal issues cover a variety of topics across education sectors, enrollment projections, national school physical-plant (facility) needs, year-round schools, rural schools, state laws on education, the Geneva Conference, education exchange programs, education research, education media, foreign-language instruction, adult education, vocational education, Alaskan federal schools, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume 40 index is included.
Why It&apos;s Time to Engage with the Department of Education&apos;s Negotiated Rulemaking
Author: Brickman, Michael
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Public Agencies,Educational Policy,Policy Formation,Federal Government,Federal Programs,Student Financial Aid,Loan Repayment,Higher Education,Politics of Education,Employment

On the campaign trail, President Joe Biden's higher education agenda featured prominent promises to forgive student loan debt and make community college debt free. But as Congress continues to debate these high-profile proposals, Biden's Department of Education has signaled its intent to use a little known yet powerful regulatory process to take major strides toward these and other goals. This latest round of &quot;negotiated rulemaking&quot; is aimed at transforming higher education policy, potentially driving entire subsets of colleges out of business, and placing taxpayers on the hook for an even greater share of rising college costs. This rulemaking could even create entirely new loan repayment programs and enact new methods of forgiving both current and future loans. This report describes negotiated rulemaking and where it has gone awry in higher education. It also highlights two particularly contested issues, gainful employment and borrower defense. The report concludes with what's ahead for the Department of Education's latest negotiated rule-making process and how conservatives can get more involved in this process.
Less Is More: How to Remove Red Tape and Create a More Robust Teacher Talent Pool. Sketching a New Conservative Education Agenda
Author: Simon, Matthew
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: State Legislation,Teacher Certification,Teacher Competencies,Alternative Teacher Certification,Teacher Selection,Expertise,School District Autonomy,Teacher Shortage,Interstate Programs,Teacher Education,Political Attitudes

Having access to an excellent teacher is one of the most important factors for student achievement. However, access to excellent teachers--this crucial talent resource--is in increasingly limited supply. In 2017, Arizona took bold action on teacher certification requirements in a joint effort with A for Arizona and the US Chamber Foundation. By using the principles of Talent Pipeline Management, new Arizona laws were put in place to ensure multiple pathways for professional licensure; allow subject-matter experts to teach without the expense of an additional, unnecessary degree; and empower local leaders to train and certify their own teachers. Arizona's actions provide a road map for how to disrupt the status quo and the teachers unions' hold on a broken preparation process. Four key components of Arizona's efforts have proved successful: (1) granting nationwide reciprocity; (2) creating true alternative-preparation programs; (3) hiring subject-matter experts; and (4) permitting locally driven teacher certification.
Teachers Unions Inadvertently Ignited the Year of School Choice
Author: DeAngelis, Corey
Date: 2021-12-00
Type: Opinion Papers
Subjects: Teachers,Unions,School Choice,Educational Finance,State Programs,Public Schools,Family School Relationship,Distance Education,Parent Attitudes,Taxes,School Closing,Ideology,Pandemics,COVID-19,Kindergarten,Elementary Secondary Education

Through their response to the pandemic, teachers unions overplayed their hand and exposed inherent failures of the one-size-fits-all government school system. Families are now thankfully figuring out that there isn't any good reason to fund institutions when they can fund students directly instead. Support for school choice is through the roof, making 2021 the year of school choice. Eighteen states enacted or expanded programs to fund students instead of systems this year. The number of states with education savings account programs--the purest form of funding students directly and empowering families--doubled from five to 10 this year. The power imbalance between the public school monopoly and families was made clearer than ever. Parents were willing to put up with their children's schools receiving taxpayer money while failing to adequately meet their needs year after year. But it became another thing entirely when those schools took that money but refused to provide in-person service. The public school system's version of virtual learning was a failure for many children, academically and socially. At the same time, remote instruction allowed families to get a closer look at what was going on in their classrooms, and many parents weren't happy with what they viewed to be ideological indoctrination. This unexpected increase in transparency further fueled parents' calls for more control over their children's educations. The latest battles over curriculum, masking, and reopening are all symptoms of the problem that is the one-size-fits-all government school system. Thankfully, more people are now seeing that the best solution to these problems is funding students directly.
Ireland&apos;s Free-College Experiment: Lessons and Warnings for US Policymakers
Author: Delisle, Jason D.
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Tuition,Educational Policy,Case Studies,Undergraduate Students,Access to Education,Policy Analysis,Social Differences,Equal Education,Political Attitudes,Foreign Countries,Enrollment Trends,Graduation Rate,Educational Attainment,Educational Trends,Barriers,Educational Quality,Educational Change,Educational Resources,Expenditure per Student,Educational Finance,Comparative Education,College Attendance

Supporters of free college in the US often point to countries that do not charge tuition to argue for the policy. However, international examples often illustrate that free-college policies entail unintended consequences. Ireland offers a particularly apt case study on that point. In the mid-1990s, Ireland abolished tuition for full-time undergraduates to expand access to higher education and address social inequalities (although financial and political pressures have since led policymakers to increase other student fees). At first glance, free college (known in Ireland as &quot;free fees&quot;) appears to have been successful on some measures. Enrollment rates have grown, degree completion rates have remained high, and the share of workers with a college degree has tripled such that Ireland now has one of the highest college attainment rates in the world. However, several factors discussed in this paper may explain these positive trends better than Ireland's free-fees policy does. Overall, Ireland's experience demonstrates that a country can still struggle with many higher education challenges, much like those in the US, even after implementing free college. This suggests that free college in the US may be far less effective than many of its advocates claim unless policymakers adopt additional policies to increase access and maintain quality in the higher education system.
Strategies to Provide Learning Opportunities to Low-Skilled Adults
Author: Helsinger, Abigail
Date: 2021-06-00
Type: Speeches/Meeting Papers
Subjects: Educational Strategies,Educational Opportunities,Educational Background,Adults,Adult Education,Literacy,Nonformal Education,Participation,Barriers,Labor Force Nonparticipants,Unemployment,Employment Level,Unskilled Workers,Foreign Countries

The need for adult education and training (AET) is substantial, as labour markets require advanced skills. We used data from the Programme for the International Assessment of Adult Competencies (PIAAC) for Canada, the Netherlands, Norway, Sweden, and the United States (U.S.) to compare participation in AET by high- and low-skilled adults. Additionally, key informant interviews and document reviews were conducted. We found (a) low-skilled adults are less likely to participate in AET; (b) participation in AET is highest among the working population; and (c) non-formal education is often more acceptable to low-skilled adults. [This paper was published in: &quot;Proceedings of Adult Education in Global Times: An International Research Conference,&quot; 2021, pp. 610-613.]
Move School Board Elections On-Cycle to Restore Local Control. Sketching a New Conservative Education Agenda
Author: Eden, Max
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Elections,Boards of Education,Political Attitudes,Voting,School Districts,Local Government,Public Education,Citizen Participation,Educational Policy,Decision Making,Scheduling,Political Candidates,Politics of Education,Kindergarten,Elementary Secondary Education

In order to have a public education system that caters to the cultural, policy, and pedagogical preferences of communities, more citizens need to participate in local school board elections. This report discusses why school board elections should be moved on cycle (i.e., held on the first Tuesday after the first Monday in November of an even year). Off-cycle school board elections deeply depress voter turnout and minimize genuine &quot;local control&quot; in public education. When school board elections are held on cycle, school board members become more likely to hold the political and policy beliefs of their constituents. Allowing school board candidates to display partisan affiliation would equip voters to make an informed choice in an era of increasingly diverging values and priorities for schools.
The Powerful Learning Environments in Vocational and Technical Secondary Education in Turkey: Teachers&apos; Views
Author: Güngör, Gündüz
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education Teachers,High School Teachers,Teacher Attitudes,Educational Environment,Barriers,Internship Programs,Experiential Learning,Workshops,Job Skills,Job Training,Skill Development,On the Job Training,Curriculum

This research aims to determine the opinions of vocational high school teachers about the Powerful Learning Environment (PLE) approach in vocational and technical secondary education. This study, which was carried out with the qualitative research method, was designed with the phenomenological pattern. The participants of the research consist of 28 teachers. The data were obtained with a semi-structured interview form, and the descriptive analysis method was used in data analysis. According to the results of the research, the obstacles to creating a PLE in vocational and technical education are the theoretical weight of the course programs, work-orientedness in internship workplaces (rejection of the learning process) and outdated vocational field training program modules and workshop equipment. On the other hand, the suggestions for creating a PLE in vocational and technical education are using an on-the-job learning model and increasing the internship period, reducing the theoretical Intensity in the curriculum and emphasizing the practice and increasing teacher orientation, providing program, equipment and workshop materials suitable for technological development, constant communication and interaction between teacher-student-parent-internship employer, the establishment of commercial relations between vocational high schools and establishment of virtual companies in entrepreneurship clubs, meeting with industry representatives to adapt to the changing expectations of the post-pandemic industry and using the advantages of peer learning in vocational skills education.
Investigating Turkish EFL Learners&apos; Beliefs about German, Italian and French as a Second Foreign Language
Author: Atas, Ufuk
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),French,Italian,German,Student Attitudes,Turkish,Native Language,Undergraduate Students,Language of Instruction,Universities,Foreign Countries,Language Attitudes,Required Courses,Decision Making,Comparative Analysis

This paper reports on a study that investigated beliefs about second foreign language learning of Turkish EFL learners, compared their beliefs about learning German, Italian and French as a second foreign language and explored within-group variation in these learners' beliefs. The primary purpose of this study is to identify Turkish learners' beliefs about compulsory second foreign language courses in French, Italian and German at an English-medium university in Turkey. Another aim of the study is to identify the underlying reasons the students have for choosing and not choosing a particular second foreign language course among available options as well as to see whether beliefs varied according to the semester of the students. The results indicated that the participants had different beliefs about second foreign languages and that their beliefs are stable over time. [This article has been presented at the 2nd International Conference on New Trends in Education and Their Implications -- ICONTE, 27-29 April 2011, Antalya, Turkey.]
Special Education Teachers&apos; Attitudes towards the Environment
Author: Ugulu, Ilker
Date: 2021-06-00
Type: Journal Articles
Subjects: Special Education Teachers,Preservice Teachers,Student Attitudes,Age Differences,Instructional Program Divisions,Gender Differences,Foreign Countries,Conservation (Environment),Ecology,Recycling,Student Behavior

The aim of this study is to determine the attitudes of special education teacher candidates, who have great responsibilities in terms of environmental education, towards the environment and to compare these attitudes according to various variables. For this purpose, a 4-point Likert-type Environmental Attitude Scale consisting of 35 items was used as a data collection tool. The study group of the research consists of 120 special education teacher candidates. Whether the prospective teachers' attitudes towards the environment show a significant difference in terms of the independent variables of the research was investigated using the t-test for bivariate features and the ANOVA test for features with more than two. The results of the research show that the attitudes of teacher candidates towards the environment increase as age and class level increase, but there is no statistically significant difference between teacher candidates in terms of these variables.
The Unexamined Rise of Therapeutic Education: How Social-Emotional Learning Extends K-12 Education&apos;s Reach into Students&apos; Lives and Expands Teachers&apos; Roles
Author: Pondiscio, Robert
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,Elementary Secondary Education,Educational Benefits,Role of Education,Family Role,Teacher Role,Therapy

In K-12 education, the increased focus on social and emotional learning (SEL) is viewed as an unambiguously positive development--a welcome course correction after more than two decades of focus on academic standards, testing, and accountability. But SEL, which is typically presented as an academic enhancement, not a distraction, carries more cause for concern than is commonly acknowledged. It represents a different vision for public education. To many, SEL is an unwelcome intrusion into what is traditionally the work of families, faith, culture, and other institutions and relationships in American life. Ideas and techniques borrowed from popular psychology have aggressively inserted themselves into classroom practice, resulting in the rise of therapeutic education. The unexamined rise of SEL has led to schools assuming powers and responsibilities far beyond their brief and educators working beyond their training and expertise. The rise of SEL has become a largely unquestioned feature of mainstream education thought and practice, with insufficient discussion and debate about its effect on schools' missions.
Does School Choice Need Bipartisan Support? An Empirical Analysis of the Legislative Record
Author: Greene, Jay P.
Date: 2021-09-00
Type: Reports - Research
Subjects: School Choice,Politics of Education,Educational Change,State Legislation,Educational Legislation,Political Attitudes,Elementary Secondary Education

Although private school choice has historically been a Republican priority, education reform organizations often use strategies intended to appeal to Democratic lawmakers and interest groups. Among 70 votes held on final passage for private school choice legislation, Democrats provided only 381 &quot;yes&quot; votes compared to 2,844 Republican &quot;yes&quot; votes. There were only three votes out of 70 in which Republicans needed any Democratic votes to reach a 50 percent threshold in a state house or senate. Vouchers, tax-credit scholarships, and education scholarship accounts should be designed to increase the constituency for school choice and reflect the values of legislators who have been responsible for the existence of such programs. The extent to which Democrats have contributed to private choice victories is an empirical question, and it is the motivation for this report. Have Democratic lawmakers historically provided essential votes for private choice programs, or would Republicans have been better off to &quot;go it alone&quot; and forgo the Democratic appeals? The answers are instructive for future efforts.
The Impact of COVID-19 on Technologically Disadvantaged Students in Afghanistan
Author: Khuram, Mohammad Ajmal
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Barriers,Access to Computers,Internet,Telecommunications,Handheld Devices,Technological Literacy,Teacher Competencies,Access to Information,Computers,Student Characteristics,Costs,Income,Interpersonal Communication

COVID-19 has forced educators, institutions, and their staff to switch from physical to remote education This study investigates the effect of the COVID-19 pandemic on the international education system, particularly in Afghanistan. Specifically, this paper explores how students in Afghanistan have been affected by the pandemic, and identifies and evaluates the challenges faced by the education system of Afghanistan due to the pandemic. Moreover, factors affecting the use of technology by students in Afghanistan are also analyzed. A quantitative research methodology was utilized by collecting responses from students through a questionnaire distributed online. All data collected were subjected to descriptive statistical analysis. Results revealed that technology has not benefited students very much, and the effects of COVID-19 have been extreme on them. Furthermore, insufficient time to learn new technologies has proven to be challenging for students. Developing technology requirements for students during COVID-19 may be an important element of adaptability to the pandemic. Moreover, it was found that Afghanistan already had poor internet and technology infrastructure before the pandemic, which further deteriorated during COVID-19, leading students to experience increasing internet disconnection and costs and decreased communication with teachers. Effective strategies to deal with these problems are discussed.
How Do Predictions Change Learning from Science Texts?
Author: Guerrero, Tricia A.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Prediction,Observation,Reading Comprehension,Correlation,Teaching Methods,Social Sciences,Learning Processes,Homework,Psychology,Introductory Courses,Undergraduate Students,Individual Differences,Textbooks,Self Control,Error of Measurement,Attribution Theory,Sampling,Bias,Psychological Patterns,Tests,Inferences,Learning Activities,Scores

The Predict-Observe-Explain (POE) learning cycle improves understanding of the connection between empirical results and theoretical concepts when students engage in hands-on experimentation. This study explored whether training students to use a POE strategy when learning from social science texts that describe theories and experimental results might be more beneficial than an explanation strategy. The study found that students trained to use an explanation strategy displayed better comprehension on a new set of topics.
Using Fair AI with Debiased Network Embeddings to Support Help Seeking in an Online Math Learning Platform
Author: Li, Chenglu
Date: 2021-00-00
Type: Reports - Research
Subjects: Artificial Intelligence,Educational Technology,Technology Uses in Education,Online Courses,Mathematics Instruction,Prediction,Help Seeking,Accuracy,Peer Influence,Network Analysis,Group Discussion,Bias,Responses,Racial Bias,Gender Bias

There has been a long-standing issue of sparse discussion forums participation in online learning, which can impede students' help seeking practices. Researchers have examined AI techniques such as link prediction with network analysis to connect help seekers with help providers. However, little is known whether these AI systems will treat students fairly. In this study, we aim to start a foundation work to build a recommender system that can (1) fairly suggest peers who are likely to answer a question and (2) predict the response quality of students. [This chapter will be published in: I. Roll et al. (Eds.) &quot;Artificial Intelligence in Education: 22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14-18, 2021, Proceedings, Part II.&quot; Switzerland: Springer Nature. 2021.]