ethanporcaro/eric-fulltext-meta huggingface dataset:
Harming Our Common Future: America&apos;s Segregated Schools 65 Years after &quot;Brown&quot;
Author: Frankenberg, Erica
Date: 2019-05-10
Type: Reports - Evaluative
Subjects: Desegregation Litigation,School Desegregation,School Segregation,Civil Rights,African American Students,Hispanic American Students,Racial Composition,White Students,Asian American Students,American Indian Students,Multiracial Persons,Enrollment,Public Schools,Tables (Data),Barriers,Comparative Analysis,Geographic Regions,Elementary Secondary Education

The publication of this report marks the 65th anniversary of &quot;Brown v. Board of Education,&quot; the landmark U.S. Supreme Court case declaring racial segregation in public schools unconstitutional. In the immediate years after the &quot;Brown&quot; ruling, the effort to integrate schools faced many difficult challenges and progress was limited. But the passage of the 1964 Civil Rights Act as well as a series of Supreme Court decisions in the 1960s and early 1970s produced momentum towards increased desegregation for black students that lasted until the late 1980s, as districts across much of the country worked to achieve the promise of &quot;Brown&quot;--integrated schools for all children. As we mark the 65th anniversary of &quot;Brown,&quot; there have been many changes since the ruling, but intense levels of segregation--which had decreased markedly after 1954 for black students--are on the rise once again. In the 1990s, a series of Supreme Court decisions led to the end of hundreds of desegregation orders and plans across the nation. This report shows that the growth of racial and economic segregation that began then has now continued unchecked for nearly three decades, placing the promise of &quot;Brown&quot; at grave risk.
A Discourse Analysis of Social Media Voices on Turkey&apos;s FATIH Project
Author: Aydin Akkurt, Ayse
Date: 2019-04-00
Type: Journal Articles
Subjects: Discourse Analysis,Social Media,Foreign Countries,Teaching Methods,Educational Technology,News Media,Technology Uses in Education,Technology Integration,Social Networks,Equal Education

FATIH project of Turkey is one of the largest educational technology projects in the world that aims to ensure equality in education and to improve technological infrastructure at schools. Eksi Sözlük, one of the most popular social media platforms in Turkey, has been an important agent in interpreting and reproducing information as a new public sphere. This study aims to explore the topics presented within the discourses in Eksi Sözlük regarding FATIH project. A total of 307 entries posted between 2010 and 2017 were analyzed using the method of discourse analysis. The results showed that FATIH project has been discussed in public sphere in terms of technological, political-ideological and project design dimensions rather than the educational dimension.
Teacher Perceptions of the Effectiveness of Professional Development Delivery Styles
Author: Courtney, Matthew B.
Date: 2016-03-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Teacher Attitudes,Public School Teachers,Faculty Development,Teaching Methods,Classroom Techniques,Educational Policy,Delivery Systems,State Standards,Self Efficacy,Rural Schools,Elementary Secondary Education

One-hundred-thirty-one southeastern Kentucky public school teachers were surveyed with respect to their preferred mode of professional development. An ANOVA was conducted to determine if there was a difference in teacher perceptions among content related variables. That ANOVA showed no significant difference among the means for new instructional practices (M = 387), new classroom management strategies (M = 369.8), and new policies and procedures (M = 356.9), (F [2, 27]= 1.66, p &gt; 0.05). A second ANOVA produced a statistically significant difference in teacher perceptions for the 10 modes of delivery, (F [9, 20] = 8.04, p &lt; 0.05). Tukey's HSD tests were then used to make post-hoc, pairwise comparisons; those tests showed that teachers perceived teacher-led and teacher-driven modes of professional developments as best. A similar procedure determined that participants perceived trainers who were in similar job roles within their school to be more effective.
Metaphoric Perceptions of 4th Grade Students in Primary School on the Concepts of Atatürk, War of Independence, and Republic
Author: Yurdakal, Ibrahim Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Student Attitudes,Figurative Language,War,Concept Formation,Freedom,Patriotism,Military Personnel,Political Issues,Role Models,Reputation

To determine the perceptions of the students in primary school on important concepts / values in cultural, historical and social context is of great importance in determining the views of students about these values. In this regard, in this present study, it is purposed to determine the metaphorical perceptions of the 4th grade students on the concepts of Atatürk, War of Independence, and Republic. The sample of the research structured according to the basic qualitative research method consists of 4th grade students studying in Denizli province. The stratified sampling method was applied to determine the sample of the study. Data of the research conducted with 91 fourth grade students in primary school were collected by open-ended questionnaire designed by the researcher. The data of the study were collected by the researcher, and the data were initially categorized and then analysed. In the analysis of the data, the percentage of consensus was analysed as the reliability analysis, and a reliability ratio of 0.81 was obtained for three questions. By analysing the data through inductive content analysis, the metaphors were first coded and then themes / categories were generated from codes. The findings were also supported by quotations. The codes obtained at the end of the study were visualized with the help of an academician from the department of art teaching, and the perceptions of the group on Atatürk, War of Independence, and Republic were visualized. According to the results of the research, it was concluded that the students perceived Atatürk as hero, star, saviour, and moon; War of Independence as independence and freedom; and Republic as freedom, shield, flag, and moon.
Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership
Author: Cannata, Marisa
Date: 2019-00-00
Type: Reports - Research
Subjects: Ownership,Student Responsibility,Educational Practices,School Culture,Learner Engagement,Grades (Scholastic),Attendance Patterns,Behavior Problems,Program Implementation,Academic Achievement,Academic Failure,Student Characteristics,Theory Practice Relationship,High School Students,Educational Innovation,School Districts,Teamwork,Student Records,Student Development,Urban Schools

This article is situated at the intersection of two trends in education research: a growing emphasis on the importance of co-cognitive traits and the emergence of research-practice partnerships to more effectively scale effective practices. Our partnership focused on building student ownership and responsibility for their learning, which means creating school-wide practices that foster a culture of learning and engagement among students. We find no evidence of an overall relationship between the student ownership and responsibility innovation and student outcomes that is robust to model specification. However, when results are separated by school, two schools each saw increased student grades and fewer absences that persisted across both years of implementation. We also use qualitative data about the quality of implementation to understand how school-level engagement in the improvement partnership may be related to observed outcomes. [This is the online version of an article published in &quot;Journal of Research on Educational Effectiveness.&quot;]
All Children Learn &amp; Thrive: Building First 10 Schools and Communities
Author: Jacobson, David
Date: 2019-04-00
Type: Reports - Research
Subjects: Partnerships in Education,School Community Relationship,Educational Improvement,Young Children,Family School Relationship,School Districts,Geographic Regions,Early Childhood Education,Integrated Services,Low Income Students,Elementary Schools,Preschools,Minority Group Students,Equal Education,Child Development Centers,Alignment (Education),Barriers,State Policy,Achievement Gap,Community Services,Child Caregivers,Poverty Areas

This study examines &quot;First 10 Schools and Communities&quot;--coordinated efforts to improve teaching, learning, and care during the first decade of children's lives. First 10 initiatives take two basic forms. First 10 School Hubs are anchored by a single elementary school, which provides direct support to families and collaborates with nearby early childhood providers. First 10 Community Partnerships bring together multiple elementary schools, school district leaders, and early childhood programs to improve the quality and coordination of early childhood education and care throughout a geographic area or community.
Deeper Insights: How Six States Are Collaborating with Local and Regional Educators to Implement Academic, Social, and Emotional Learning. CSI Spotlight
Author: Collaborative for Academic, Social, and Emotional Learning (CASEL)
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,State Programs,Equal Education,Teacher Competencies,Student Development,School Districts,State Standards,Communities of Practice,Partnerships in Education,Elementary Secondary Education,Cooperative Planning,Stakeholders,Higher Education,Preschool Education,Guidelines,Academic Education,Culturally Relevant Education,Trauma,Mental Health,State Departments of Education

Since the Collaborative for Academic, Social, and Emotional Learning (CASEL) launched the Collaborating States Initiative (CSI) to support social and emotional learning (SEL) in 2016, participation has grown dramatically. CASEL initially planned to work with five states. In the past two years, the CSI team and its partners have worked with 25, which collectively serve about 11,500 school districts, 58,000 schools, and 30 million students. The purpose of the CSI is to help state education agencies create statewide conditions that will encourage and equip educators at the district level to engage in the work of promoting integrated, equity-focused, academic, social, and emotional learning. This report offers an in-depth look at some innovative efforts currently underway in six states (Delaware, Iowa, North Dakota, Minnesota, Rhode Island, and Wisconsin) to actively partner with and support districts. These states are using a variety of strategies to engage stakeholders, create a learning community, and help districts navigate the challenges of implementing high-quality SEL. [For the companion report, &quot;Innovation in Action: How States and School Districts Are Collaborating to Promote Academic, Social, and Emotional Learning,&quot; see ED597734.]
Innovation in Action: How States and School Districts Are Collaborating to Promote Academic, Social, and Emotional Learning. CSI Spotlight
Author: Collaborative for Academic, Social, and Emotional Learning (CASEL)
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,State Programs,Equal Education,Teacher Competencies,Student Development,School Districts,State Standards,Communities of Practice,Partnerships in Education,Elementary Secondary Education,Cooperative Planning,Stakeholders,Higher Education,Preschool Education,Guidelines,Academic Education,Culturally Relevant Education,Trauma,Mental Health,State Departments of Education

Since the Collaborative for Academic, Social, and Emotional Learning (CASEL) launched the Collaborating States Initiative (CSI) to support social and emotional learning (SEL) in 2016, participation has grown dramatically. CASEL initially planned to work with five states. In the past two years, the CSI team and its partners have worked with 25, which collectively serve about 11,500 school districts, 58,000 schools, and 30 million students. The purpose of the CSI is to help state education agencies create statewide conditions that will encourage and equip educators at the district level to promote integrated, equity-focused, academic, social, and emotional learning. The purpose of this report is to describe examples of the strategies states have used to connect with, support, and learn from districts, recognizing that many districts are leading the way. This report begins to note the ways many states have been enacting those recommendations. Critically important across all of the strategies described is that they clearly communicate, first and foremost, that SEL is a statewide priority. Finally, this document highlights how state and district activities correspond with CASEL's recently revised District Theory of Action (TOA). [For the companion report, &quot;Deeper Insights: How Six States Are Collaborating with Local and Regional Educators to Implement Academic, Social, and Emotional Learning. CSI Spotlight,&quot; see ED597733. For a more detailed report on this topic, &quot;District Recommendations for How States Can Support SEL,&quot; see ED597735.]
District Recommendations for How States Can Support SEL
Author: Schwartz, Heather
Date: 2018-06-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,State Programs,Equal Education,Teacher Competencies,Student Development,School Districts,State Standards,Communities of Practice,Partnerships in Education,Elementary Secondary Education,Cooperative Planning,Stakeholders,Higher Education,Guidelines,Academic Education,Culturally Relevant Education,State Departments of Education,Communication Strategies

The purpose of the Collaborating States Initiative (CSI) is to help state education agencies (SEAs) create statewide conditions that facilitate and encourage implementation of evidence-based approaches to social and emotional learning (SEL) in schools and districts. Because each state is unique, state teams must develop their own customized plans for advancing SEL. However, in creating these plans they can draw on a number of strategies for supporting district SEL efforts, preferably strategies that respond to what districts themselves say would best support their work. The suggestions offered in this document were culled from numerous conversations with district leaders, as well as consultations with states. Telephone interviews with districts lasted 30-60 minutes. In total, the authors spoke with four district superintendents, one assistant superintendent, five directors of SEL (or similar role), two directors of student services, and one chief accountability officer. The authors also learned from a survey of CSI states and general consultation with CSI state team leads. For each recommendation, action steps are proposed that grew out of the above conversations and the authors' own experience. Examples from states are also included. These examples are not exhaustive, but represent a variety of strategies. [For a more detailed report, &quot;Emerging Insights from States' Efforts to Strengthen Social and Emotional Learning,&quot; see ED586404.]
Changes in Undergraduate Program Completers&apos; Borrowing Rates and Loan Amounts by Age: 1995-96 through 2015-16. Data Point. NCES 2019-437
Author: Nunnery, Annaliza
Date: 2019-08-00
Type: Reports - Research
Subjects: Undergraduate Students,College Graduates,Student Financial Aid,Student Loan Programs,Age Differences,Age Groups,Paying for College,Trend Analysis

This Data Point focuses on undergraduate program completers, that is, undergraduates who completed or expected to complete a degree or certificate program in academic years 1995-96, 1999-2000, 2003-04, 2007-08, 2011-12, or 2015-16. It compares their student loan borrowing rates and average cumulative amounts borrowed across five age groups and describes trends in borrowing over time. The analysis is limited to program completers in order to measure total borrowing for a degree or certificate. Data in this report are from six iterations of the National Postsecondary Student Aid Study (NPSAS), a large, nationally representative sample survey of students that focuses on how they finance their education. The NPSAS samples used in this report represent all undergraduates who were enrolled in Title IV eligible institutions in the 50 states and the District of Columbia in 1995-96, 1999-2000, 2003-04, 2007-08, 2011-12, and 2015-16 and who completed or expected to complete a degree or certificate in the survey year.
Joan Yakkey: Her Children&apos;s Choir Legacy in Florence, Italy
Author: Gaudino, Ann C.
Date: 2018-00-00
Type: Books
Subjects: Music Education,Creativity,Freehand Drawing,Singing,Teaching Methods,College Faculty,North Americans,Elementary Secondary Education,Music Reading,Performance,Listening,Movement Education,Creative Activities,Games,Foreign Countries,Professional Recognition,Music Teachers,Music Activities

The methods and music of American Professor Joan Yakkey have had an international influence on the music education of elementary and secondary students. Yakkey, a graduate of the High School of Performing Arts and Queens College in New York City, went to Italy to teach music in the 1970's. Italy, a country historically rich in music, was experiencing a drought in music education and, consequently, composers and performers. Yakkey found that the traditional Kodaly and Orff methods of teaching music reading skills did not work in every context. She developed the Sign and Sound method of teaching music in which students learn to read and perform music through drawing, listening, body movement, engaging in creative games, and ultimately performing. For nearly 50 years, students in Italy and around the world have used the Sign and Sound Method to learn music, provide high-quality performances, and continue their country's traditions of great music. Through extensive interviews and ephemera, this book chronicles the life of Joan Yakkey, the Sign and Sound music teaching methods and repertoire, and performances given by students. [Published by Year of the Book.]
Diversity in Higher Education Information Technology: From Today&apos;s Workforce to Tomorrow&apos;s Leaders
Author: Pritchard, Adam
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Information Technology,Higher Education,Salaries,Aging (Individuals),Race,Ethnicity,Gender Differences,Employees,Labor Force,Racial Composition,Minority Groups,Geographic Regions,Comparative Analysis,College Administration,College Faculty,Retirement,Information Systems,Cultural Pluralism,Disproportionate Representation,Administrator Characteristics

The information technology (IT) workforce serves many vital functions in higher education, supporting campus computing needs ranging from advanced research and business and administrative operations to student learning and technology needs. As IT becomes an increasingly important part of the success of higher education, it is equally important to understand factors that help promote and maintain the success of higher education's IT workforce. This research brief provides a snapshot of diversity and pay equity in higher education IT, a look at the aging of IT administrators, and the characteristics of possible pipeline positions from data collected in the 2018 CUPA-HR &quot;Administrators in Higher Education, Professionals in Higher Education,&quot; and &quot;Staff in Higher Education&quot; surveys. In all, higher education institutions provided data for over 36,577 incumbents in 51 information technology positions for the 2017-18 academic year.
PLA Data Tracking: Proposing a Model for Institutional Tracking and Reporting of Credit Earned through Prior Learning Assessment
Author: Klein-Collins, Rebecca
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Prior Learning,Student Evaluation,Evaluation Methods,Data Analysis,Program Evaluation,Data Collection,Standards,Information Systems,Standardized Tests,Portfolio Assessment,College Credits,Military Training,Industrial Training

Prior Learning Assessment (PLA) is the evaluation and assessment of learning gained outside a traditional academic environment for college credit, certification, or advanced standing toward further education or training. The term PLA encompasses a wide spectrum of assessment methods, including, but not limited to, credit by examination, challenge exams, portfolio assessment and evaluation of non-college education and training. The Council for Adult and Experiential Learning (CAEL) consulted several postsecondary institutions with long histories in PLA, state systems engaged with advancing PLA, the American Association of College Registrars and Admissions Officers (AACRAO), and the Association for Institutional Research (AIR) to examine various approaches to tracking PLA-related data. This brief presents a proposed approach to PLA data tracking based on these initial conversations. CAEL's goals in developing this brief are to (1) provide guidance to institutions wanting to measure and understand the value of their PLA programs to students; and (2) lay the groundwork for what could become standard data collection/tracking practices for PLA credit with the larger higher education community. These recommendations align closely with data tracking needs for other assessment-driven programs like competency-based education (CBE) programs and so could be integrated with related efforts to redesign information systems. Following some background information on PLA, this brief provides recommendations for specific PLA-related variables that postsecondary institutions should track in their student information systems (SIS), as well as suggestions for internal reports on PLA.
Faculty and Administrator Views on Competency-Based Education: A Report from CAEL&apos;s CBE Jumpstart Initiative
Author: Klein-Collins, Rebecca
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: College Faculty,Teacher Attitudes,Administrator Attitudes,Competency Based Education,Postsecondary Education,Teacher Workshops,Faculty Development,Program Design,Program Implementation,Training,Educational Benefits

Today's competency-based education (CBE) programs are offering students a unique postsecondary experience that focuses more on student learning and less on whether or how long a student has spent time in a classroom. These programs focus on competencies rather than credit hours, require students to demonstrate those competencies through authentic assessments, recognize extra-institutional learning, and often expand faculty roles to include activities such as individual coaching. Many institutions make it a priority to educate and engage faculty early in the process of designing and developing CBE programs. Over the past two years, the Council for Adult and Experiential Learning (CAEL) has been assisting institutions in this effort through its Lumina Foundation-funded CBE Jumpstart initiative, which provides CBE training workshops designed to educate faculty and staff about CBE and help them engage with CBE design considerations. This report shares details about the impact of these workshops on the depth faculty and staff have in understanding CBE, as well as the degree to which these workshops may have helped to encourage institutions to move forward with CBE. In particular, interviews with trainees at participating institutions revealed that training on CBE can be valuable at very different stages of institutional engagement; that institutions benefit the most from learning about the various kinds of CBE models that are possible, and that training can sometimes play an important role in spurring institutional leadership and staff towards implementation.