ethanporcaro/eric-fulltext-meta huggingface dataset:
Focus on Higher Ed Skilled Craft Workforce: Pay, Aging, Diversity, and Equity
Author: Fuesting, Melissa A.
Date: 2021-02-00
Type: Reports - Research
Subjects: Higher Education,Skilled Workers,Labor Force,Aging (Individuals),Salaries,Associate Degrees,Diversity,Educational Facilities,Vocational Education,Age Differences,Employees,Salary Wage Differentials,Organizational Change

The skilled craft workforce possesses the in-demand, highly specialized skills that are necessary to maintain and improve campus. However, campus, the heart of many colleges and universities, may be in trouble: The higher ed skilled craft workforce is aging, and there are not enough younger workers to take the place of older employees as they retire. In this brief, we begin with a focus on pay in the skilled craft workforce. Skilled craft positions are notable because they are well-paid relative to positions that require similar levels of education. Skilled craft positions can provide financial stability to individuals who do not have the opportunity or desire to go beyond an associate's degree. We next examine the aging of the skilled craft workforce and discuss the skilled craft workforce's strengths and opportunities for growth in the areas of diversity and equity. We close by recommending next steps for colleges and universities. Taken together, we argue that aging in the higher ed skilled craft workforce provides a unique opportunity to work toward greater diversity and equity in this area, particularly as many colleges and universities are in a time of unprecedented change.
Autism, My Sibling, and Me
Author: Organization for Autism Research
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Young Children,Siblings,Coping,Family Environment,Learning Activities,Sibling Relationship,Symptoms (Individual Disorders)

Young children with siblings with autism are in a unique position. They face challenges (similar to those that parents encounter), but at a time before they've developed appropriate coping strategies. As a result, they need support to ensure that they're informed, feel respected, and know how to be compassionate advocates for their brothers and sisters on the spectrum. &quot;Autism, My Sibling, and Me&quot; is a fun and engaging workbook for children between the ages of 5 and 10. A host of colorful cartoon characters accompany these siblings as they learn about what autism means for their brother or sister -- and handle potentially stressful issues. Through fun activities and supportive content, this resource also helps children work through many of the autism-related questions they may have. [This resource is the product of hard work and creativity put in by Lauren Laverick-Brown and Jessie Stanek, OAR Interns.]
Examination of the Validity and Reliability of the Kansas Clinical Assessment Tool. REL 2021-095
Author: Joyce, Jeanette
Date: 2021-07-00
Type: Reports - Research
Subjects: Test Validity,Test Reliability,Evaluation Methods,Preservice Teachers,Student Evaluation,Cooperating Teachers,Clinical Supervision (of Teachers),Preservice Teacher Education,Student Teacher Supervisors,State Standards,Portfolios (Background Materials)

Although national assessments for evaluating teacher candidates are available, some state education agencies and education preparation programs have developed their own assessments. These locally developed assessments are based on observations of teaching and other artifacts such as lesson plans and student assignments. However, local assessment developers often lack information about the validity and reliability of data collected with their assessments. The Council for the Accreditation of Educator Preparation (CAEP) has provided guidance for demonstrating the validity and reliability of locally developed teacher candidate assessments, yet few educator preparation programs have the capacity to generate this evidence. The Regional Educational Laboratory Central partnered with educator preparation programs in Kansas to examine the validity and reliability of the Kansas Clinical Assessment Tool (K-CAT), a newly developed tool for assessing the performance of teacher candidates. The study was designed to align with CAEP guidance. The study found that cooperating teachers reported that the K-CAT accurately represented existing teaching performance standards (face validity). Two skilled raters found that the content of the K-CAT was mostly aligned to existing teaching performance standards (content validity). In addition, K-CAT scores for the same teacher candidate, provided by cooperating teachers and supervising faculty, were positively related (convergent validity). K-CAT indicator scores showed internal consistency, or correlations among related indicators, for standards and for the tool overall (reliability). K-CAT scores showed small relationships with teacher candidate scores on other measures of teaching performance (criterion-related validity). [For the Study Brief, see ED613624. For the Study Snapshot, see ED613623. For the appendixes, see ED613625.]
Examination of the Validity and Reliability of the Kansas Clinical Assessment Tool. Study Snapshot. REL 2021-095
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Test Validity,Test Reliability,Evaluation Methods,Preservice Teachers,Student Evaluation,Cooperating Teachers,Clinical Supervision (of Teachers),Preservice Teacher Education,Student Teacher Supervisors,State Standards,Portfolios (Background Materials)

This Study Snapshot highlights key findings from a larger study examining the validity and reliability of the Kansas Clinical Assessment Tool (K-CAT), a newly developed tool for assessing the performance of teacher candidates. The study team used interviews with cooperating teachers, content experts' ratings of the alignment of the K-CAT to professional teaching standards, K-CAT scores, and scores from the Praxis Principles of Learning and Teaching and the Kansas Performance Teaching Portfolio to assess the face validity, content validity, convergent validity, and criterion-related validity of the K-CAT, as well as internal consistency as a measure of the instrument's reliability. The study found that cooperating teachers reported that the K-CAT accurately represented existing teaching performance standards (face validity). Two skilled raters found that the content of the K-CAT was mostly aligned to existing teaching performance standards (content validity). In addition, K-CAT scores for the same teacher candidate, provided by cooperating teachers and supervising faculty, were positively related (convergent validity). [For the full report, see ED613622. For the Study Brief, see ED613624. For the appendixes, see ED613625.]
Examination of the Validity and Reliability of the Kansas Clinical Assessment Tool. Study Brief. REL 2021-095
Author: Joyce, J.
Date: 2021-07-00
Type: Reports - Research
Subjects: Test Validity,Test Reliability,Evaluation Methods,Preservice Teachers,Student Evaluation,Cooperating Teachers,Clinical Supervision (of Teachers),Preservice Teacher Education,Student Teacher Supervisors,State Standards,Portfolios (Background Materials)

Although national assessments for evaluating teacher candidates are available, some state education agencies and education preparation programs have developed their own assessments. These locally developed assessments are based on observations of teaching and other artifacts such as lesson plans and student assignments. However, local assessment developers often lack information about the validity and reliability of data collected with their assessments. The Council for the Accreditation of Educator Preparation (CAEP) has provided guidance for demonstrating the validity and reliability of locally developed teacher candidate assessments, yet few educator preparation programs have the capacity to generate this evidence. The Regional Educational Laboratory Central partnered with educator preparation programs in Kansas to examine the validity and reliability of the Kansas Clinical Assessment Tool (K-CAT), a newly developed tool for assessing the performance of teacher candidates. The study was designed to align with CAEP guidance. The study found that cooperating teachers reported that the K-CAT accurately represented existing teaching performance standards (face validity). Two skilled raters found that the content of the K-CAT was mostly aligned to existing teaching performance standards (content validity). In addition, K-CAT scores for the same teacher candidate, provided by cooperating teachers and supervising faculty, were positively related (convergent validity). K-CAT indicator scores showed internal consistency, or correlations among related indicators, for standards and for the tool overall (reliability). K-CAT scores showed small relationships with teacher candidate scores on other measures of teaching performance (criterion-related validity). [For the full report, see ED613622. For the Study Snapshot, see ED613623. For the appendixes, see ED613625.]
Examination of the Validity and Reliability of the Kansas Clinical Assessment Tool. Appendixes. REL 2021-095
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-07-00
Type: Reports - Research
Subjects: Test Validity,Test Reliability,Evaluation Methods,Preservice Teachers,Student Evaluation,Cooperating Teachers,Clinical Supervision (of Teachers),Preservice Teacher Education,Student Teacher Supervisors,State Standards,Portfolios (Background Materials)

The &quot;Examination of the Validity and Reliability of the Kansas Clinical Assessment Tool&quot; study explored the validity and reliability of the Kansas Clinical Assessment Tool (K-CAT), a newly developed tool for assessing the performance of teacher candidates. The study found that cooperating teachers reported that the K-CAT accurately represented existing teaching performance standards (face validity). Two skilled raters found that the content of the K-CAT was mostly aligned to existing teaching performance standards (content validity). In addition, K-CAT scores for the same teacher candidate, provided by cooperating teachers and supervising faculty, were positively related (convergent validity). This document presents the following appendixes that accompanies the study: (1) Brief literature review; (2) Data and methods; (3) Detailed analyses; (4) The Kansas Clinical Assessment Too; (5) Crosswalk between the Kansas Clinical Assessment Tool and existing standards; (6) Sample alignment protocol; and (7) Sample cognitive interview protocol. [For the full report, see ED613622. For the Study Brief, see ED613624. For the Study Snapshot, see ED613623.]
Alaska Performance Scholarship Outcomes Report 2021. 2011-Fall 2020
Author: Alaska Commission on Postsecondary Education
Date: 2020-01-08
Type: Reports - Descriptive
Subjects: Scholarships,Outcomes of Education,Postsecondary Education,High School Graduates,Eligibility,COVID-19,Pandemics,State Universities,In State Students,College Freshmen,Graduation Rate,Academic Persistence,Enrollment,Developmental Studies Programs,Employment,Academic Degrees,Wages,Public Schools,Occupations,College Graduates,Student Attitudes

Since 2011, the Alaska Performance Scholarship (APS) has rewarded Alaska students who excel in high school with over $88 million in scholarships to help cover the cost of in-state postsecondary education. This report covers the high school, postsecondary, Alaska residency, and workforce outcomes of the APS program between 2011-Fall 2020. [For &quot;Alaska Performance Scholarship Outcomes Report 2020. 2011-Fall 2019,&quot; see ED606225. This report was prepared by the McDowell Group.]
Multi-Document Cohesion Network Analysis: Visualizing Intratextual and Intertextual Links
Author: Dascalu, Marina-Dorinela
Date: 2020-00-00
Type: Reports - Research
Subjects: Network Analysis,Graphs,Connected Discourse,Reading Comprehension,Natural Language Processing,Semantics

Reading comprehension requires readers to connect ideas within and across texts to produce a coherent mental representation. One important factor in that complex process regards the cohesion of the document(s). Here, we tackle the challenge of providing researchers and practitioners with a tool to visualize text cohesion both within (intra) and between (inter) texts. This tool, Multi-document Cohesion Network Analysis (MD-CNA), expands the structure of a CNA graph with lexical overlap links of multiple types, together with coreference links to highlight dependencies between text fragments of different granularities. We introduce two visualizations of the CNA graph that support the visual exploration of intratextual and intertextual links. First, a &quot;hierarchical view&quot; displays a tree-structure of discourse as a visual illustration of CNA links within a document. Second, a &quot;grid view&quot; available at paragraph or sentence levels displays links both within and between documents, thus ensuring ease of visualization for links spanning across multiple documents. Two use cases are provided to evaluate key functionalities and insights for each type of visualization. [This is a chapter in: Bittencourt I., Cukurova M., Muldner K., Luckin R., Millán E. (Eds) &quot;Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science,&quot; v12164 (p80-85). Cham, Switzerland: Springer Nature Switzerland.]
Theory of Mind, Mental State Talk, and Discourse Comprehension: Theory of Mind Process Is More Important for Narrative Comprehension than for Informational Text Comprehension
Author: Kim, Young-Suk Grace
Date: 2021-00-00
Type: Journal Articles
Subjects: Theory of Mind,Child Language,Oral Language,Recall (Psychology),Reading Comprehension,Elementary School Students,Grade 4,Narration,Vocabulary,Achievement Tests,Short Term Memory,Attention Control,Grammar

We investigated the relations among theory of mind (ToM), mental state talk, and discourse comprehension. Specifically, we examined the frequency of mental state talk in children's oral recall of narrative texts and informational texts as well as relations among ToM, mental state talk (inclusion of mental state words in the recall of narrative and informational texts), and narrative and informational text comprehension. Results from children in Grade 4 (N = 132; M[subscript age] = 10.39 years) revealed that a greater number of mental state talk instances appeared in children's recall of narrative texts than in their recall of informational texts, but the mean number also differed across texts within a genre. ToM skill predicted the extent of mental state talk in narrative texts and informational texts, and the relation was stronger for narrative texts than for informational texts, after accounting for vocabulary, grammatical knowledge, working memory, and attentional control. Mental state talk in narrative texts was extremely strongly related to narrative comprehension, whereas mental state talk in informational texts was weakly related to informational text comprehension. Results suggest that ToM skill relates to mental state talk in the recall of texts, and both ToM and mental state talk play greater roles in comprehension of narrative texts than in comprehension of informational texts.
Needs Analysis, Challenges, and Teaching Strategies in English Grammar Learning
Author: Apolonio, Joshua A.
Date: 2021-06-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Student Needs,Needs Assessment,Grammar,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods,Junior High School Students,High School Students,Speech Skills,Language Teachers,Vocabulary Development,Writing Skills,High School Teachers,Learning Strategies,Foreign Countries

This study employed a descriptive-correlational approach to assessing the students' needs, grammatical challenges, and teachers' preferred teaching strategies. Correlational analysis was utilized to treat data concerning the teachers' preferences regarding needs analysis and teaching strategies. An independent sample T-test was used to identify the difference in the teachers' responses on determining the respondents' perception about the needs assessment used for Junior and Senior High school students and the relationships between the perceived grammatical skills of English teachers. Findings revealed that the teachers' grammar needs analysis on speaking skill was classified as the most critical assessment, while the least essential was the viewing skill. English teachers agreed that the usual English grammar challenge is when they expect the teachers to present grammar points explicitly. However, they disagree that they do not find grammatical terminologies useful. Reading was the regularly used teaching approach in grammar, whereas the less-used was the speaking strategy. Moreover, a significant difference occurred between the grammar skills and needs analysis used when grouped according to grade levels. Senior high school teachers had greater assessments on teaching grammar through vocabulary, speaking, and writing. Furthermore, senior high school teachers considered grammar needs on speaking and writing as more important. There was no significant relationship between teaching strategies, and grammar needs to the students' English grammatical challenges. Therefore, a strategy enhancement program for both the Junior and Senior high school levels has been proposed.
Modeling the Dissemination of Misinformation through Discourse Dynamics
Author: Allen, Laura K.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Information Dissemination,Misconceptions,Discourse Analysis,Reader Text Relationship,Models,Computational Linguistics,Critical Reading,Reading Comprehension,Educational Technology

With increased availability of information in modern societies, individuals are often faced with complex decisions regarding how to integrate and judge the veracity of available information. Generally, these issues have been approached using computational techniques to &quot;detect&quot; and &quot;reduce&quot; the spread of information across social media. However, few researchers have examined theoretically-grounded characteristics of misinformation. The purpose of this chapter is to examine this phenomenon through the lens of discourse processing theories, which emphasize interactions among features of the discourse, the reader, and the context. We describe a proof of concept on how dynamical systems modeling combined with computational linguistics has strong potential to reveal underlying characteristics of the spread of misinformation. Additionally, we discuss potential directions for future research, as well as implications for interventions to help students accurately process information in the modern digital age. We call for research using a combination of computational linguistics, telemetry, and dynamical systems analytics in order to better understand the temporal organization of text and the spread of misinformation. [This paper was a chapter in &quot;Misinformation and Fake News in Education&quot; (p159-185). 2019.]
Fourteenth Annual Report on Introduction of Domestic Reindeer into Alaska, with Maps and Illustrations. Senate of the United States, 58th Congress, 3rd Session (January 4, 1905). Document No. 61
Author: Jackson, Sheldon
Date: 1905-00-00
Type: Historical Materials
Subjects: Animals,Animal Husbandry,Alaska Natives,Rural Education,Agricultural Education,American Indian Education,Foreign Countries,Industrial Education,Educational Needs,English (Second Language),Second Language Instruction

Herein, it is stated that the Secretary of the Interior is directed to transmit to the Senate the report of Dr. Sheldon Jackson upon &quot;The introduction of domestic reindeer in the district of Alaska&quot; for 1904, with maps and illustrations. Following a letter of transmittal from the Secretary of Interior to the President of the Senate, this document presents General Agent of Alaska, Sheldon Jackson's fourteenth annual report. General Agent of Education in Alaska Sheldon Jackson's 14th annual report on introduction of domestic reindeer into Alaska notes that as of June 30, 1904, there were 8,189 head of domestic reindeer in Alaska distributed among 12 herds at 11 stations. Tables break out herd and fawn increase; number of animals sold, butchered, or dead over the course of the reindeer project; head numbers of by sex at the stations in 1904; reindeer loaned; numbers of apprentices and their holdings; congressional appropriations; and expenditures. Jackson stresses that natives need to be taught English and attend industrial schools to learn agriculture, herding, and teaming. Herds have rapidly increased, and two central stations will be established. The large northern Michigan Finn population has been selected as a source of new-hire teachers and herders. Jackson also reports on station personnel and conditions. The report details Assistant Agent William Hamilton's school and reindeer-station inspection itinerary from Washington, D.C. on June 8, 1904, to his return to Washington on October 17, 1904. The inspection tour covered 14,500 miles. Hamilton comments on harvesting seals, schools' condition, the natural environment and weather, local transportation methods, road and track maintenance, local community growth brought on by the gold rush, and the attack on Fort Selkirk. Appendices include correspondence on travel arrangements for the assistant agent; excerpts from a journal covering travel from Unalakleet to Bethel and return; U.S. Geological Survey memoranda on a reindeer route; annual reports from the reindeer stations at Teller, Gambell, Eaton, Cape Prince of Wales, Golofnin, Bethel, and Kotzebue; a report on reindeer by the U.S. Department of Agriculture's special agent in charge of Alaska agricultural experiment stations; and a reindeer song.
Fifteenth Annual Report on Introduction of Domestic Reindeer into Alaska, with Maps and Illustrations, 1905
Author: Jackson, Sheldon
Date: 1906-00-00
Type: Historical Materials
Subjects: Animals,Animal Husbandry,Alaska Natives,Rural Education,Agricultural Education,American Indian Education,Federal Aid,Costs

Herein, it is stated that the Secretary of the Interior is directed to transmit to the Senate the report of Dr. Sheldon Jackson upon &quot;The introduction of domestic reindeer in the district of Alaska&quot; for 1905, with maps and illustrations. Following a letter of transmittal from the Secretary of Interior to the President of the Senate, this document presents General Agent of Alaska, Sheldon Jackson's fifteenth annual report. This report briefly reflects back on the history of the program. Summary statistics are given for deer imported from Siberia and total in herd from 1892 to 1905, fawn increase from 1893 to 1905, and congressional appropriations from fiscal years ending 1894 to 1906. The report covers proposals for mission stations and relief stations' role. Statistics are provided on herd distribution; animals sold, butchered, or died; animals loaned; ownership; apprentices and their holdings; government-owned deer; and sled-trained deer. Jackson presents a historical review of the mission stations with cost and distribution statistics. An overview of each apprentice's character, progress, and herd size is provided. Jackson cites the included station reports as evidence of the reindeer industry's value to the natives. Appendices include the report of the reindeer supervisor of the Alaska central district; report of the superintendent for reindeer herds and schools of the Alaska northwest district; superintendents' reports from the stations at Barrow, Kotzebue, Wales, Gambell, Golofnin, Bethel, Nushagak, Deering, and Iliamna; the Moravian Church bishop's report; the Russian Orthodox Church bishop's views on Russian schools in Alaska; information on reindeer transportation value; correspondence on importing domesticated Alaskan reindeer to Newfoundland; staff trip accounts; and a report on provisioning difficulties.