ethanporcaro/eric-fulltext-meta huggingface dataset:
Degrees of Progress: The State of Higher Education in Oklahoma. 2019 Annual Report
Author: Oklahoma State Regents for Higher Education
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Colleges,Universities,Paying for College,Undergraduate Students,Tuition,Fees,Enrollment Trends,Educational Trends,Remedial Programs,Outcomes of Education,School Holding Power,Graduation Rate,Academic Degrees,Educational Attainment,Endowment Funds,College Faculty,Teacher Recruitment,Partnerships in Education,Study Abroad,Federal Programs,Student Financial Aid,Scholarships,College Preparation,Community Colleges,Economic Impact,Higher Education,Education Work Relationship,State Aid,Costs,Employment Level,Job Skills,Income,Federal Aid,Student Loan Programs,College Entrance Examinations

COVID-19 and the response to the pandemic in Oklahoma and the nation mark this as an unprecedented time in American history. Oklahoma's state system of higher education has responded to the challenges created with flexibility and innovation, transitioning more than 173,000 students to virtual, online, and alternative course delivery formats for the last half of the spring 2020 semester and for many of the public colleges and universities into the summer session, to continue to protect students, faculty, staff and visitors. This annual report reflects significant progress as a state system, ongoing commitment to excellence and innovation, and a strong partnerships within the education sector and with the business community to meet Oklahoma's evolving workforce needs. In this unprecedented fiscal climate, Oklahoma will continue to make the case that higher education is the best investment policy leaders can make to strengthen the state's economy and position Oklahoma as a top 10 state. The following contents are included in this annual report: (1) Role of the State Regents; (2) Higher Education Update; (3) Strategic Direction; (4) Higher Education in Oklahoma; (5) Academics; (6) Financial Aid; (7) Student Preparation; (8) Economic Development; (9) Fiscal; and (10) Institutional Highlights; and (11) Administrative Organization. [For the 2018 report, see ED600316.]
Ten Questions Local Policymakers Should Ask about Expanding Access to Preschool. The 10
Author: Muenchow, Susan
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Educational Policy,Policy Formation,Access to Education,Preschool Education,Low Income Students,Program Implementation,Teacher Qualifications,Teacher Student Ratio,Educational Quality,School Schedules,Expenditure per Student,Educational Finance,Taxes,Educational Legislation,Elementary Secondary Education,Federal Legislation,Public Opinion

Worried about the large number of young children from low-income families entering school in their communities, many city and county leaders wonder whether quality preschool might help close the school readiness gap. Longitudinal studies of model programs that began decades ago show that these programs improved not only these children's school readiness but also their school completion rates and earnings as adults, saving taxpayers from $11-$17 per dollar invested (Reynolds et al., 2011; Schweinhart et al., 2005). Similar quality programs, scaled up and made available to all four-year-olds as opposed to only those who are disadvantaged, are still projected to save $2-$4 for every dollar invested (Karoly &amp; Auger, 2016; Karoly &amp; Bigelow, 2005). As two thirds of mothers with children under age six are in the labor force (Bureau of Labor Statistics, 2015), many city and county leaders see a second possible benefit in preschool programs--helping accommodate working parents' needs for child care. Realizing what a good deal preschool might be for everyone--educationally and financially--some local preschool champions are unwilling to wait for federal or state action. They have started investing in expanding access and improving the quality of preschool provided in their communities, in many cases setting a goal for making quality preschool available to all families, regardless of income. This report summarizes key findings about local preschool initiatives in 10 communities in the United States. Scaling up from a model program to citywide or countywide access is difficult, and the local leaders profiled in the study had to address key issues about the focus, scope, quality components, duration, and rollout of their initiatives. Leaders had to determine an appropriate finance mechanism and develop the political will to secure it. Based on the examination of these preschool initiatives, the authors developed 10 questions local policymakers and educators should ask as they consider action on preschool. [The initial research for this report was funded by the Sonoma County Department of Health Services, Health Policy, Planning and Evaluation.]
Minnesota Principals Academy: 2-Year Follow-Up Survey of 2015-17 Cohorts
Author: Fields, Jane
Date: 2019-09-00
Type: Reports - Research
Subjects: Principals,Professional Development,Program Evaluation,Leadership Training,Behavior Change,Administrator Attitudes,Educational Change,Strategic Planning,Instructional Leadership,Transformational Leadership,Assistant Principals,Teacher Administrator Relationship,Educational Practices,Interprofessional Relationship,Administrator Surveys,Measurement Techniques

The Minnesota Principals Academy (MPA) is an executive development program that provides ongoing professional development to Minnesota's school leaders by connecting theory to practice. The program is housed in the University of Minnesota's Department of Organizational Leadership, Policy, and Development in the College of Education and Human Development, with financial support provided by the Minnesota Legislature and participants' school districts. This report describes the results of a survey designed to better understand how participation in the MPA is impacting alumni participants' practices in their schools and districts two years after their participation in the program. The survey was administered in Spring 2019 to two cohorts of participants--the Northwest Cohort and the Twin Cities Cohort--who began the program in 2015 and completed the program in June 2017.
McKinney-Vento Homeless Act Guidance
Author: Ohio Department of Education
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Educational Responsibility,School Districts,Equal Education,Identification,Enrollment,Credits,Conflict Resolution,Educational Legislation,Students with Disabilities,High School Students,Barriers,Student Transportation,Elementary Secondary Education,Coordinators,Decision Making,Educational Finance

The federal Every Student Succeeds Act prioritizes the needs and barriers of vulnerable youth, including students experiencing homelessness. Students experiencing homelessness are more likely to experience trauma and feel unsettled, move frequently and be highly mobile. Accordingly, the McKinney-Vento Homeless Children and Youth Program has guided the work to ensure that homeless children have equal access to the same high-quality educational opportunities as non-homeless children and youth. Creating systems and supports for Ohio's students will allow districts, schools, local liaisons and every school employee to better identify and support students experiencing homelessness. It is important for students to be in contact with reliable individuals who support and encourage the whole student, academically and non-academically. This report provides guidance for districts in regards to the Mckinney-Vento Homeless Act on the following topics: (1) district responsibility; (2) local liaisons; (3) identification; (4) best interest determination; (5) immediate enrollment; (6) academic credits; (7) dispute resolution; (8) Individuals with Disabilities Education Act; (9) high school; (10) non-academic barriers; (11) transportation; and (12) Title I funding to serve homeless students.
Undergraduate Students&apos; Views about Emergency Distance Education during the COVID-19 Pandemic
Author: Durak, Gürhan
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Attitudes,College Students,Distance Education,Online Courses,Electronic Learning,School Closing,Barriers,Teacher Student Relationship,Feedback (Response),Social Influences,Student Motivation,Academic Achievement,Teaching Methods,Anxiety,Integrated Learning Systems,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Foreign Countries

With the COVID-19 pandemic, which was effective all over the world in early 2020, emergency distance education applications started. Universities in Turkey also suffered from this situation and quickly started their own distance education applications using their own facilities. Different applications carried out by universities have had different reflections upon education. For example, while some universities provided compulsory live classes, some universities did not. Students are the most important component of this process. In this respect, the purpose of this study was to examine university students' views about emergency distance education during the COVID-19 pandemic. In this qualitatively designed study, 32 students from 4 different universities were asked for their views. An online questionnaire form made up of open-ended questions was used as the data collection tool. The data were analyzed using the content analysis method, and the themes were created. As a result, two of the four universities used the software of Microsoft Teams as a distance education system, while others preferred the software of Moodle and ALMS. It could be said that the students who used Microsoft Teams, which is an integrated system where live lessons can be held, were more satisfied in this process. In addition, the students' views about the distance education system, the positive and negative aspects of the system, live course practices, communication with the instructor, getting feedback, socialization, motivation, academic performance, comparison with traditional teaching, etc. were reported and interpreted within the scope of the theories of Uses and Gratifications and Diffusion of Innovations. It was seen that among the university students almost all of whom were anxious before the distance education, the worries of those who took live lessons and used an integrated system were completely removed. In this respect, within the scope of the distance education system, it could be stated that the elements of live lessons and interaction have great importance for students.
After Action Review Guide
Author: Layland, Allison
Date: 2020-00-00
Type: Guides - General
Subjects: Crisis Management,Emergency Programs,Program Effectiveness,Teamwork,Review (Reexamination),Planning,Meetings,Facilitators (Individuals),Role,COVID-19,Pandemics

Responding to complex problems and emergencies such as COVID-19 requires both rapid response and long-term planning. Part of the response and planning needs to be based on lessons learned from previous crisis experiences. Organizations should be routinely conducting strategic reviews of previous responses, projects, or events to analyze the implementation and effect of actions, document lessons learned, and apply those lessons in new conditions. Regional Comprehensive Centers can assist state education agencies (SEAs) or local education agencies (LEAs) in reviewing actions, identifying the lessons learned, and applying the lessons to continually improve student outcomes. An After-Action Review is a method for conducting such reviews. An After-Action Review (AAR) is a method for extracting lessons from one action, event, or project, and applying the lessons learned to others. It enables a team to analyze for themselves what happened, why it happened, and how to use learnings to sustain strengths and improve weaknesses. This guide provides an overview of the AAR, common AAR questions and answers, types of AARs, reasons to conduct AARs, information on planning an AAR, conducting an AAR, and how to use the results of the AAR. An After-Action Planning Checklist, After-Action Review Ground Rules, After-Action Review Key Questions, After-Action Review Template, and 5 Whys Worksheet are also included.
Schools&apos; First and Forever Responders: Preparing and Supporting Teachers in the Time of COVID-19
Author: Jackson, Cara
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Distance Education,Online Courses,Pandemics,Access to Education,School Districts,Strategic Planning,Evidence Based Practice,Financial Support,Federal Aid,Federal Legislation,Preservice Teachers,Beginning Teachers,Decision Making,Educational Resources,Teacher Effectiveness,Elementary Secondary Education,Educational Policy,Faculty Development,Teaching Methods,Teacher Education Programs,Partnerships in Education

COVID-19 has created a sudden demand for teachers who can provide effective remote learning opportunities for students and, simultaneously, has disrupted the preparation for the next generation of teaching. Because teachers are the most vital in-school education resource, supporting the teacher workforce through the disruptions created by COVID-19 is essential to ensure continuity of learning for students. Given that projections of significant learning loss resulting from COVID-19 (Kuhfeld et al, 2020) may be exacerbated by the number of students who do not have access to online learning (USAFacts, 2020), addressing the learning gaps students will have upon return to school will require strategic use of instructional staff. As schools and districts rush to meet immediate workforce needs, longer term planning is critical in light of looming budget declines. This brief, aimed at state and district policymakers, elevates considerations for evidence-based strategies and innovative approaches to support teachers and teacher candidates during and following the COVID-19 crisis. The authors identify how Coronavirus Aid, Relief, and Economic Security (CARES) Act funding can be used to accelerate the development and provision of systems of support for teacher candidates and novice teachers. For each of the considerations, the authors cite research or examples from other states and districts that can be helpful to learn more and guide decision-making. Finally, throughout the document the authors provide references and links to resources that may be helpful to prepare and support teachers through and beyond this crisis, and a list of these resources is included in a table at the end of the document.
Poverty&apos;s Effects on the Ability to Engage with Education Actively: A Case Study of the Access and Participation Plan
Author: Munna, Afzal Sayed
Date: 2020-12-00
Type: Journal Articles
Subjects: Poverty,Academic Achievement,Access to Education,Student Participation,Learner Engagement,At Risk Students,Undergraduate Students,Nontraditional Education,School Holding Power,Foreign Countries,Student Empowerment,Strategic Planning

The research investigates and understands how poverty creates risk and affects the ability to actively engage with education using a case study from an alternative provider's perspective--the research considered case study methods where data was collected using the qualitative research approach. The collection of data used data triangulation (focus groups and interviews of the students and senior staff members) using open-ended questions at the undergraduate level. The data were analyzed using Microsoft Excel to assess the impact poverty has on educational attainment. Different ethical aspects and challenges were considered during the research process to ensure anonymity, confidentiality, power, and authority. Based on the case study research, the institution developed their five years strategic plan, which submitting to the Quality Assurance Agency (QAA), Higher Education Funding Council for England (HEFCE), and also Office for Students (OFS) for their approval. The institution also introduced the Employers' Forum, which will continue to be effectively utilizing to enhance the student experience and retention and progression rates. The research only considered one case study institution and thus was limited to the data set. The research could have produced a comparative study if more institutions were choosing with a more significant data set.
Students&apos; Perspectives of Distance Education
Author: Özaydin Özkara, Betül
Date: 2020-11-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,Conventional Instruction,College Students,Attendance,Technology Uses in Education,Computer Literacy,Educational Environment,Synchronous Communication,Asynchronous Communication,Electronic Learning

This study was carried out within the scope of the Basic Information Technologies Use (BITU) course given to formal education students in classroom and distance education environment. The aim of the study was to determine the perspectives of students regarding the course and distance education environment. Case study, which is one of the qualitative research methods was used in this research. The sample, which was a group of 303 students, contained 273 freshmen from the Faculty of Agriculture (FA), the Faculty of Forestry (FF), the Faculty of Fisheries (FoF), and 30 students from various associate degree programs, who repeated the course. Data were collected through the interview forms. During the analysis process, &quot;data reduction&quot;, &quot;data display&quot;, &quot;conclusion drawing/verification&quot; steps were carried out. The study revealed that the students generally found the course necessary, and that distance education was considered to be positive mostly due to the location independence, and negative mostly due to the internet connection problems and lack of communication. While more than half of the distance education students thought that they learned the subject efficiently, the majority of them preferred taking the course in the formal education environment. The study revealed that the rate of attendance and watching recorded lecture videos was not as high as expected. From the findings of this study, it can be suggested that arrangements be made to increase the level of communication in the distance education environment, and that students be encouraged to do more hands-on activities.
Behavioral Health
Author: Reinhardt, M. J.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: American Indians,Youth,Health Needs,Cultural Relevance,American Indian Culture,Access to Health Care,Trauma,Intervention,Behavior Problems,Evidence Based Practice,Mental Health,Student Needs,American Indian History,United States History,Tribes,Best Practices,Holistic Approach,Family Involvement

There is a pressing opportunity to increase and improve behavioral health care services for Native youth. This brief describes several approaches to address the health needs of Native communities, including culturally responsive behavioral health supports, circles of care, and wrap-around services. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to positively impact the learning lives of Native children and youth. It is meant to enhance the effectiveness of state education agencies' work on Native education. It is one of six briefs based on thematic categories from interviews with a panel of experts in the field of American Indian and Alaska Native education to help determine current needs and interests in the field. The six categories included: (1) Native culture and language; (2) College and career readiness and access; (3) Tribal consultation and sovereignty; (4) Physical and behavioral health; (5) Teachers and leaders; and (6) Promising programs and practices.
Lecturers&apos; Adaptability to Technological Change and Its Impact on the Teaching Process
Author: Mardiana, Harisa
Date: 2020-06-00
Type: Journal Articles
Subjects: Technological Advancement,Technology Integration,College Faculty,Teacher Characteristics,Adjustment (to Environment),Technological Literacy,Electronic Learning,Internet,Social Media,21st Century Skills,Teacher Competencies,Foreign Countries,Instructional Effectiveness

The purpose of the research is to investigate the lecturers' adaptability to technological change and its impact on the teaching process. To adapt the technological change, lecturers must have attitudes to learn technology, knowledge in technology, ability, and skills to change them into qualified lecturers. The problem in Tangerang City is the lecturers have difficulty adapting to the technology, some of the lecturers unprepared to teach and make the learning chaotic. Other lectures give many tasks and quizzes the same as the classroom's learning, and it will not achieve the learning goal. The research method is mixed methods, and the primary data is from questionnaires that give to the lecturers by Google Form. Data collection measures in 2 dimensions of lecturers' adaptability and online teaching. The result found that 85 respondents can adapt to technological change, and for the use of online teaching, there were 87 respondents. Some of the lecturers tried to move to online teaching and learn advanced techniques. And with this research, it was shown that lecturers were ready to move to the 21-century online learning process.
Child Protection Policy Awareness of Teachers and Responsiveness of the School: Their Relationship and Implications
Author: Asio, John Mark R.
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Child Safety,Child Abuse,Children,Elementary School Teachers,Knowledge Level,School Policy,Sensitivity Training,Program Implementation,Prevention,Classroom Techniques,Stress Management

In every institution in the country, there are countless stories of children being bullied, abused, or maltreated. This can happen inside a school or outside its premises. A child protection policy is a must to protect these children. This study assesses the child protection policy awareness of teachers and the responsiveness of the schools. It also wanted to know the relationship and program implications. The researchers used a descriptive-correlation research design with the survey as the primary data-gathering tool. 146 teachers from seven different schools in a city in Bulacan, Philippines took part in the survey. The study also adopted an instrument from Macatimpag (2018). To analyze the data, the proponents used mean, t-test, ANOVA, and Pearson-r. The results showed that teachers were aware of the Child Protection Policy program of the Department of Education. However, the responsiveness of the schools is not very high. There were significant differences in the results observed in the awareness of teachers and the responsiveness of the schools. In addition, there is a moderate relationship between the awareness of teachers in the Child Protection policy with the responsiveness of the school about the program. Based on the aforementioned findings of the study, the researchers have provided some implications of the study for future references.