ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Higher Education in India: A Vision of 2030&quot;
Author: Jogan, Sushma N.
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Quality,Colleges,Access to Education,Sustainability,Educational Objectives

&quot;Ensuring quality higher education is one of the most important things we can do for future&quot;Ron Lewis The current higher education sector has tremendous changes from the past decades. Since our country occupies third largest in terms of providing higher education, globally developing in the field of education as well. Here an attempt the researcher has made to elaborate various factors dealing with the growth and development of higher education in the vision of 2030. It is very important to emphasis on the gross enrolment ratio. Vision 2030 can be achieved by doing away with debilitating regulations that inhibit Indian higher education sector. There is a need to restore the autonomy of the institutions of higher education. In the past, institutions of higher learning had to contest many of these stifling regulations and seek justice from the courts. In this regard, the present paper also gave some suggestions for consideration as a reform in the higher education system. To highlight this, researcher used secondary data for further details. Hence we can conclude saying that vision 2030 may certainly bring desirable changes in higher education.
An Examination of Preschool Aged Children&apos;s Perceptions of Play
Author: Kesicioglu, Oguz Serdar
Date: 2019-06-00
Type: Journal Articles
Subjects: Preschool Children,Childrens Attitudes,Play,Preferences,Physical Environment,Freehand Drawing,Cognitive Tests,Personality Measures,Projective Measures,Foreign Countries,Friendship,Developmental Stages,Individual Differences,Toys,Age Differences

The purpose of this study is to reveal the perceptions of today's children surrounding play. A phenomenological method was used in the research, designed qualitatively for the purpose of revealing pre-school-aged children's perceptions of play in their pictures. A total of 97 children being educated in two different preschools in the fall term of the 2018-2019 academic year participated in the study. Purposeful sampling was used in the creation of the working group. before beginning the application to collect data, the children who participated in the sampling were chatted with and their teachers were discussed. The picture drawings were later specified by providing the directive &quot;Let's draw our favorite type of play.&quot; The acquired data were analyzed with the interpretive content analysis method, a qualitative analysis. When the results of the research were studied, it was determined that children aged 36-48 and 49-60 months preferred inside spaces as a play space in their pictures while children aged 61-72 months much preferred outside spaces; that the children aged 36-48 more often drew the genders of the people in their play as female while the children aged 49-60 and 61-72 months more often drew their genders as male; that the children aged 36-48, 49-60, and 61-72 months most often chose the spaces where they played their play in their pictures as homes; that the children aged 36-48 months most included technological tools in their pictures; and that the children aged 36-48, 49-60, and 61-72 months most included their friends as playmates in their pictures.
Foreign Language Anxiety among Ethiopian University EFL Students
Author: Gerencheal, Berhane
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,English (Second Language),Anxiety,Language Attitudes,Gender Differences,Communication (Thought Transfer),Majors (Students)

The study was designed to investigate anxiety level of Ethiopian university students who were studying English as a major. It was also aimed to examine if anxiety level is significantly varied by gender. Background information questionnaire and FLCAS which was developed by (Horwitz, Horwitz, &amp; Cope, 1986) were used to gather the necessary information for further analyses. 103 respondents from four EFL classes of two Ethiopian universities were successfully participating in the study. In this study, the mean anxiety level of the students was 3.47 (SD=0.45) which is above the average i.e., 3.00, and the descriptive analysis revealed that a large number (83.5%) of students were suffering from some levels of anxiety ranging from medium- to high level. The analyses also showed that most students had a higher level of communication apprehension compared to the other domains of anxiety proposed by Na (2007). Lastly, the independent t-test analysis revealed that female students were found a significantly higher level of English language anxiety (t=-4.049, p=0.000).
Student Mobility in Kansas City
Author: DeArmond, Michael
Date: 2019-06-00
Type: Reports - Research
Subjects: Student Mobility,Public Schools,Urban Schools,Charter Schools,Elementary Secondary Education,School Effectiveness

This brief examines student mobility within Kansas City Public Schools. The results reinforce earlier research on the problem and underscore the importance of ongoing efforts to reduce student mobility in the city. The findings also suggest that Kansas City's mobility problem is not just a matter of students moving between schools. Many students are leaving the city altogether to enroll in schools elsewhere. Based on five years of data on students attending district and charter schools inside KCPS boundaries, the brief finds: (1) As students progress from kindergarten to 12th grade, about half leave the system altogether; (2) Student mobility rates inside KCPS boundaries are higher than those in the metropolitan area and state. But the rates are similar to those in St. Louis; and (3) The majority of student mobility inside KCPS boundaries involves low-performing schools, but some movers &quot;traded up,&quot; switching from a relatively lower-performing school to a relatively higher-performing school.
Rural High School Teacher Leadership: A Qualitative Case Study
Author: Ashlock, Jayna Marguerite
Date: 2016-07-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Rural Schools,High School Teachers,Teacher Leadership,Teacher Attitudes,Leadership Role,Teacher Characteristics,Leadership Qualities,Administrator Attitudes,Teacher Motivation,Teacher Administrator Relationship,Disadvantaged Schools,School Community Relationship,Sense of Community,Leadership Styles,Peer Relationship

The purpose of this qualitative case study is to examine rural high school teacher leader perceptions of roles, characteristics, and skills as well as identifying the various motivations these teacher leaders have for assuming teaching and leadership roles in rural schools. Specifically, the study explores the perceptions of teachers and administrators toward various roles of teacher leaders in rural high schools, including the experiences and motivation for teaching and leading in rural high schools in Washington State. The following research questions guided this inquiry: How did teacher leaders and administrators perceive the characteristics and roles of teacher leadership in schools? What motivated teacher leaders to teach in rural schools? What motivated teacher leaders to assume leadership roles in rural schools? What perceptions of support or hindrances from administrators, community members, and colleagues did the teacher leaders faced when assuming leadership roles? Addressing these questions through the use of phenomenological interviews with three rural schools in Washington State provided insight into the motivations for teachers teach in rural schools, motivations to take on leadership roles, and teacher leader perceptions of teacher leader characteristics, teacher leader roles, supports and hindrances from community members, administrators, and colleagues. Currently, there is a lack of research in the area of rural schoolteacher leadership; therefore, it is the intention for this study to help fill some of the gaps in current rural school research.
A Portrait of Head Start Classrooms and Programs: FACES Spring 2017 Data Tables and Study Design. OPRE Report 2019-10
Author: Bernstein, Sara
Date: 2019-03-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Preschool Children,Economically Disadvantaged,Teacher Characteristics,Preschool Teachers,Institutional Characteristics,Educational Quality,Preschool Education,Disadvantaged Youth,Preschool Curriculum,Depression (Psychology),Symptoms (Individual Disorders),Classroom Environment,Educational Practices,Teacher Attitudes,Job Satisfaction,Mentors,Administrator Characteristics,Training,Technical Assistance,Educational Finance,Administrator Attitudes,Faculty Mobility,Educational Assessment,Parent Education

Head Start is a national program that promotes school readiness by enhancing the social and cognitive development of children through the provision of educational, health, nutritional, social, and other services to enrolled children and families. The Head Start program provides comprehensive child development services to economically disadvantaged children and families through grants to local public and private nonprofit and for-profit agencies. This report includes key information on the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014) study design; in addition, a set of data tables presents descriptive statistics for the characteristics of programs, centers, classrooms, and teachers serving Head Start children and families in spring 2017. The purpose of this report is twofold: (1) to provide information about the FACES study, including the background, design, methodology, measures, and analytic methods; and (2) to report detailed descriptive statistics and related standard errors in a series of tables on the programs, their staff, and classrooms. The data provide descriptive information from classroom observations and staff surveys about Head Start's efforts to help children and families meet their goals, and local efforts to meet the Head Start Program Performance Standards. [For &quot;A Portrait of Head Start Classrooms and Programs in Spring 2015: FACES 2014-2015 Data Tables and Study Design. OPRE Report 2017-101,&quot; see ED592749.]
Afterschool Supports Service Opportunities from Youth to Young Adulthood. Issue Brief No. 74
Author: Afterschool Alliance
Date: 2019-04-00
Type: Reports - Research
Subjects: After School Programs,Youth Programs,Service Learning,Barriers,Socioeconomic Status,At Risk Persons,Young Adults,Children,Minority Groups,Disadvantaged Youth

Vibrant social connections and robust community involvement are part of what makes a strong America. Yet, among our nation's young people, there are relatively low levels of community engagement. Research shows that service learning is an established method to bring youth closer to their communities while also promoting positive youth development outcomes. What is more, young adults are able to make similar personal and professional gains when participating in forms of service, like national service programs, that provide a substantive, experiential opportunity. Although the acts of service involving youth will look different from service involving young adults, there is a way for all individuals, regardless of age, to engage in and benefit from service opportunities. The afterschool field is a critical partner to expand access and availability of service opportunities for youth and young adults alike. Together with education and community leaders, afterschool and summer learning programs are working toward the healthy development of both the next generation and our democracy.
Trends of the Education of First Nations Children, Youth, and Beyond
Author: Williams, Robert B.
Date: 2019-05-31
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Canada Natives,Educational Trends,Elementary Secondary Education,Expenditures,Educational Facilities,School Construction,Educational Facilities Improvement,Native Language Instruction,Culturally Relevant Education,Cultural Activities,Graduation Rate,Academic Achievement,American Indian Reservations,Tribally Controlled Education,Rural Schools,Urban Schools,Educational Finance,Budgets,Postsecondary Education

Data and information are shared about: (1) First Nations educational infrastructure--new schools, repairs and renovations of schools, project planning, teachers' residences, and operational and maintenance funds. (2) The monitoring of primary and secondary education on reserves. (3) Challenges of schools located in remote areas and with fewer than 100 students. (4) Government spending for primary and secondary education whether positive or negative is made public. (5) Post-secondary achievements of First Nations members.
Driving Quality in Postsecondary CTE: Approval and Evaluation Policies
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Quality,Postsecondary Education,Program Validation,Program Evaluation,Government Role,State Government,Accreditation (Institutions),Community Colleges,Technical Institutes

With the majority of &quot;good jobs&quot; that pay a family-sustaining wage requiring at least some college education -- such as a technical certificate, associate degree, bachelor's degree or another credential of value -- ensuring the existence of high-quality postsecondary CTE [Career Technical Education] programs and programs of study is more important than ever before in preparing learners for high-skill, high-wage and high-demand careers. Although postsecondary programs are typically considered to be the purview of individual institutions, supported by academic freedom and local control, states have an important role to play in ensuring that each learner has access to only high-quality and relevant programs, notably by leveraging program approval and program evaluation policies and processes. This report from Advance CTE explores how states are leveraging this role to ensure quality. The report examines examples of the role states can play in ensuring postsecondary CTE program quality in California, Florida and Wisconsin.
Building Trust to Promote Equity in CTE. Making Good on the Promise
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Equal Education,Vocational Education,Trust (Psychology),At Risk Students,Social Bias,School Culture,Student Diversity,Diversity,Diversity (Faculty),Educational Quality,Community Involvement

Throughout history, and continuing today, learners of color, low-income learners, female learners and learners with disabilities have been historically tracked into terminal vocational programs leading to jobs with uncertain promise of economic growth and prosperity. As a result, some communities do not view CTE [Career Technical Education] as a viable mechanism to help them achieve their college and career goals. This brief, the third in Advance CTE's &quot;Making Good on the Promise&quot; series, maps out five steps state leaders can take to rebuild trust in marginalized communities that CTE historically failed to serve equitably: (1) Acknowledge that inequity is a problem; (2) Promote a culture that values equity and diversity within the state agency and instructor workforce; (3) Commit to transparency and advancing only high-quality CTE programs of study; (4) Implement strategies to gain buy-in from communities and stakeholders; and (5) Celebrate, lift up and replicate successful programs of study and practices. To help states with these steps, the brief features state examples from Oklahoma, Wisconsin, Massachusetts, Idaho and Nebraska. The &quot;Making Good on the Promise&quot; series is made possible through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy Group, generously funded by JPMorgan Chase &amp; Co.
Accelerating School Success: Transforming K-12 Schools by Investing in Leadership Development. White Paper
Author: DePass, Michael
Date: 2019-02-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Leadership Training,Management Development,Transformational Leadership,Principals,Superintendents,Student Leadership,Outcomes of Education

In-depth studies in the field of K-12 education confirm that investments in high-quality, research-based leadership development for school systems can directly impact student success--in the classroom and beyond. This results in the need to learn beyond content mastery and develop deeper learning skills. Students need to be able to adapt quickly, be continuous learners, and able to collaborate across many social boundaries. Success in the 21st Century depends on critical thinking, communication, and collaboration. Building students' capacity for this new era requires investments in teacher and administrator professional development to create the educational ecosystems that foster students' mastery of these skills. A growing body of work by the Center for Creative Leadership (CCL®), a global nonprofit with a 50-year track record of innovation in developing leaders, shows that investments in leadership development for principals, teachers, staff, and students play an essential role in creating the transformational change needed in education today. That's because leadership development focuses on the single most important part of any school system, public or private--its people. And now more than ever, meeting the complex challenges of a rapidly changing world requires schools to equip young people with the skills they need to become productive workers, engaged citizens, entrepreneurs, and lifelong learners.
Expensive, Frustrating and Scary: Parents Reveal the Realities of Finding Child Care for Babies in NJ
Author: Dellanno, Diane
Date: 2018-02-00
Type: Reports - Research
Subjects: Child Care,Infants,Toddlers,Low Income Groups,Rural Areas,Employed Parents,Barriers,Parent Attitudes,Child Care Centers,Costs,Safety

For New Jersey parents, the high cost of child care, coupled with the lack of available space for babies in licensed facilities, has made a challenging task even more difficult. Findings from a recent study by Advocates for Children of New Jersey (ACNJ) revealed that there is a severe shortage of infant-toddler child care, especially in low-income and rural communies. In fact, only 27 percent of babies in New Jersey with working parents have access to licensed, center- based care and the quality of these programs is largely unknown. To learn more about the challenges in seeking child care for very young children, ACNJ asked the experts - parents. In a series of focus groups and individual interviews, parents throughout the state shared their experiences about the search process and the various factors that went into their decision-making. This report reflects a summary of these in-depth conversations. [Additional support for this report from the Maher Charitable Foundation.]
Great Leaders Are Great Learners: How to Develop Learning-Agile High Potentials. White Paper
Author: Hallenbeck, George
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Leadership Qualities,Learning Processes,Cognitive Ability,Cognitive Processes,Inquiry,Critical Thinking,Prior Learning,Creative Thinking,Leadership Training

While learning agility has become a hot topic in recent decades, there's not yet widespread understanding of its underlying nature, nor the best way for organizations and talent development leaders to leverage it, especially because it isn't a skill that's necessarily concentrated at the top of an organization. Instead, it's likely dispersed among leaders at all levels. This white paper offers the Center for Creative Leadership's (CCL's) perspective on three of the most fundamental and frequent questions about learning agility: (1) What is learning agility, and who possesses it?; (2) How do I identify learning agility in my organization's leaders?; and (3) How do I develop learning agility in myself and my organization's leaders? The goal of this report is to help maximize workforces, put people in the right roles, and help better design and implement leadership strategies.
TIMSS 2019 Assessment Frameworks
Author: Mullis, Ina V. S., Ed.
Date: 2017-00-00
Type: Collected Works - General
Subjects: Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Grade 4,Grade 8,Test Construction,Test Items,Student Evaluation,Science Process Skills,Mathematics Skills,Student Educational Objectives,Thinking Skills,Family Environment,Educational Environment,Student Attitudes

The &quot;TIMSS 2019 Assessment Frameworks&quot; provides the foundation for the four international assessments that comprise the International Association for the Evaluation of Educational Achievement (IEA's) TIMSS (Trends in International Mathematics and Science Study) 2019: TIMSS Mathematics--Fourth Grade, TIMSS Mathematics--Eighth Grade, TIMSS Science--Fourth Grade, and TIMSS Science--Eighth Grade. The report begins with an introduction by Ina V. S. Mullis. The &quot;TIMSS 2019 Mathematics Framework&quot; and the &quot;TIMSS 2019 Science Framework&quot; presented in Chapters 1 (Mary Lindquist, Ray Philpot, Ina V.S. Mullis, and Kerry E. Cotter) and 2 (Victoria A.S. Centurino and Lee R. Jones), respectively, describe in some detail the major content and cognitive domains in mathematics and science to be tested at the fourth and eighth grades. The content domains (for example, algebra, geometry in mathematics, and biology, chemistry in science) and the topic areas within the domains are described separately for the fourth and eighth grades with each topic area elaborated with specific objectives. The cognitive domains of knowing, applying, and reasoning describe the thinking skills students are expected to use as they engage with the mathematics and science content. Chapter 3 (Martin Hooper, Ina V.S. Mullis, Michael O. Martin, and Bethany Fishbein) contains the TIMSS 2019 Context Questionnaire Framework describing the home, school, and classroom factors associated with students' learning in mathematics and science that will be investigated via the questionnaires completed by students, their parents, teachers, and school principals. Finally, Chapter 4 (Michael O. Martin, Ina V.S. Mullis, and Pierre Foy) provides an overview of the assessment design including general parameters for item development. Appendix A contains Acknowledgments and Appendix B presents Example Restricted Use Items.
Alaska Postsecondary Research Brief: Alaska Migration and Residency after College
Author: Becker, Gretchen
Date: 2019-03-00
Type: Reports - Research
Subjects: College Students,Student Mobility,Out of State Students,In State Students,School Holding Power,Student Characteristics

Alaska has the highest rate of population turnover from migration, and young adult Alaskans move the most (Sandberg, 2018). Over eighty percent of Alaska residents with a Bachelor's degree or higher were from out-of-state. This brief answers key research questions about how often and for what reasons college-educated young adults move across state lines.
Household Composition of Families Eligible for Migrant and Seasonal Head Start: Findings from the 2012-2016 National Agricultural Workers Survey. OPRE Report 2019-48
Author: Gatewood, Amanda K.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Migrants,Seasonal Laborers,Family Characteristics,Family (Sociological Unit),Migrant Children,Low Income Groups

This brief describes the household composition of migrant and seasonally laboring families who are eligible for MSHS. These families may or may not be enrolled in MSHS at the time that they were surveyed. Understanding the composition of migrant and seasonal farmworker families and households may identify some areas of focus for MSHS programs who serve families.