ethanporcaro/eric-fulltext-meta huggingface dataset:
What Social and Emotional Learning Advocates Can Learn from Common Core
Author: McShane, Michael Q.
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Common Core State Standards,Advocacy,State Departments of Education,Local Government,Marketing,Intervention

In recent years, advocates have begun promoting explicit social and emotional learning (SEL) instruction in schools. This means formally promoting skills such as self-awareness, self-discipline, social awareness, relationship skills, and responsible decision-making. SEL has received glowing support from both education reformers and traditional education interest groups, and broad bipartisan organizations have come out in favor of it. Following a brief comparison of the ups and downs in the Common Core's popularity and a review of the Common Core, this article provides pertinent ways for the SEL effort to avoid the same pitfalls.
Implementing the SDLMI with Students with Significant Support Needs during Transition Planning
Author: Burke, Kathryn M.
Date: 2019-07-02
Type: Reports - Research
Subjects: Self Determination,Student Adjustment,Planning,Goal Orientation,Student Needs,Communication Problems,High School Students,Models,Teaching Methods,Special Needs Students

Self-determination, defined by acting as the causal agent in one's life, plays a critical role in the transition from high school to postsecondary education, employment, and community living for all students, including students with significant support needs. The &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI) is a teaching model designed to enable teachers to promote self-determined action by focusing on the goal setting and attainment process. In this article, we focus specifically on the implementation of the SDLMI with students with significant support needs, including those who have complex communication needs. We describe the SDLMI process in detail with specific examples for implementation with students with significant support needs based on several recent research studies. [This is the in press version of an article in &quot;Career Development and Transition for Exceptional Individuals.&quot;]
Relational Scaffolding Enhances Children&apos;s Understanding of Scientific Models
Author: Jee, Benjamin D.
Date: 2019-00-00
Type: Reports - Research
Subjects: Scaffolding (Teaching Technique),Children,Comprehension,Models,Science Instruction,Instructional Effectiveness,Observation,Earth Science,Space Sciences,Elementary School Students,Scientific Concepts,Spatial Ability,Direct Instruction,Intelligence Tests,Verbal Ability,Vocabulary,Prior Learning

Models are central to the practice and teaching of science. Yet people often fail to grasp how scientific models explain their observations of the world. Realizing the explanatory power of a model may require aligning its relational structure to that of the observable phenomena. The present research tested whether &quot;relational scaffolding&quot;--guided comparisons between observable and modeled events--enhances children's understanding of scientific models. We tested relational scaffolding during instruction about the day-night cycle, a topic that involves relating &quot;Earth-based&quot; observations to a &quot;space-based&quot; model of Earth rotation. Experiment 1 found that 3rd graders (N = 108) learned more from instruction that incorporated relational scaffolding. Experiment 2 (N = 99) found that guided comparison--not merely viewing observable and modeled events--is a critical component of relational scaffolding, especially for children with low initial knowledge. Relational scaffolding could be applied broadly to assist the many students who struggle with science. [This is the in press version of an article to be published in &quot;Psychological Science.&quot;]
Annual Statistical Report of the Public Schools of Arkansas and Education Service Cooperatives [2017-2018]
Author: Arkansas Department of Education
Date: 2019-01-28
Type: Reports - Evaluative
Subjects: Annual Reports,School Statistics,Public Schools,Charter Schools,Expenditure per Student,Average Daily Attendance,Teacher Salaries,Teacher Certification,Budgets,Classification,Income,School Districts,Noninstructional Responsibility,Federal Aid,State Aid

In compliance with the provisions of A.C.A.§ 6-20-2201 et seq., Annual Statistical Report of the Public School of Arkansas and Education Service Cooperatives, 2017-2018 Actual and 2018-2019 Budgeted, (ASR) is presented here. The Rankings of Selected items of the Public Schools of Arkansas, 2017-2018 Actual, (Rankings) are also included. The school districts are listed according to Local Education Agency (LEA) number in the Rankings report, and are ranked from highest to lowest on the following data: (1) Per Pupil Expenditures; (2) Average Daily Attendance (ADA); (3) Average Daily Membership (ADM); (4) K-12 Licensed Full-Time Equivalent (FTE); (5) Average Salary of K-12 Licensed FTE; (6) Licensed FTE; and (7) Average Salary of Licensed FTE (FTE).
The Relation between Scouting and Character Education in the Context of &quot;The Book of the Wolf Puppies&quot; Published in the Journal &quot;Çocuk Dünyasi&quot;
Author: Demir, Gönül Türkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Youth Clubs,Values Education,Extracurricular Activities,Individual Characteristics,Childrens Literature,Personality Traits,Moral Values,Child Development,Foreign Countries,Children

In the globalizing world, the success of each nation in transferring the values of its culture to the new generations is directly related to the continuation of their culture. Both international and national studies include findings regarding character education in the family and at school, the cause of which is that the new generation has the desired character characteristics and assimilate the social values. Scouting, one of the out-of-school activities, is one of the important social and sporting activities that children and young people perform outside of the family and school. Scouting activities which have their own rules and which make a close connection between their members are also very effective in character education. In this study, &quot;The Book of the Wolf Puppies&quot; published in a journal called &quot;Çocuk Dünyasi&quot; in 1926 has been examined. In the study carried out with the method of document analysis, the analysis of the texts was carried out according to the themes determined in the QSR Nvivo 9 program. As a result, it was found that scouting activities directly and positively contribute to character education.
Getting Real about Career Readiness: A Focus on Cross-Sector Competencies
Author: Almada, Mary Conroy
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Career Readiness,Career Planning,Educational Trends,Economic Factors,High School Graduates,High School Students,Social Development,Emotional Development,Values Education,Multilingualism,Job Skills,Competency Based Education,21st Century Skills

Cross-sector competencies are employability knowledge, skills, and dispositions that--along with academic and career-specific skills--make up a career-ready graduate. As schools work to prepare students for success in a rapidly changing economy, they need to have clear and measurable definitions of what students should know and be able to do in 21st-century careers and life. &quot;Getting Real about Career-Readiness: A Focus on Cross-Sector Competencies&quot; is the first in a series of multi-media white papers on promising education practices for preparing students for the changing world of work. It reflects both the learning and questions that emerged in planning for and participating in the Global Learning Network 2017 convening and America Achieves' ongoing interaction with the schools, expert participants, and our partners in related projects. While this is not an exhaustive review, it provides a lens on the changing world of work and some important first steps K-12 education can take to better prepare students for it--notably developing a profile of a career-ready graduate and building consensus and planning strategically around that vision. [This paper was published by the America Achieves Educator Networks.]
Humanities and Liberal Arts Education at Community College: How It Affects Transfer and Four-Year College Outcomes
Author: Pippins, Theo
Date: 2019-06-00
Type: Reports - Research
Subjects: Community Colleges,Humanities,Liberal Arts,College Transfer Students,Outcomes of Education,Predictor Variables,Two Year College Students,Longitudinal Studies,Courses,Grade Point Average,College Credits

Using transcript-level data from two community college state systems and a nationally representative survey, this short report examines how course-taking in humanities and liberal arts at community colleges affects transfer and outcomes at four-year colleges. Key findings: (1) Transfer students typically complete only a few courses in humanities and liberal arts at community college before they transfer to a four-year college; (2) Grades in humanities and liberal arts courses at community colleges are a strong predictor of whether students transfer to a four-year college; (3) Grades these courses also strongly predict how well transfer students perform in humanities and liberal arts courses at a four-year college and how likely they are to complete a bachelor's degree; (4) The number of community college credits accumulated by students predicts four-year college transfer rates and outcomes, but the associations are weaker than for grades; and (5) Community college course-taking and performance in humanities and liberal arts fields predicts transfer and four-year outcomes just as strongly as that in other fields. There is certainly no evidence that grades or number of credits earned in other community college courses are more predictive of outcomes at four-year colleges. Grades in humanities and liberal arts courses and courses in other fields are equally valid predictors.
Humanities and Liberal Arts Education across America&apos;s Colleges: How Much Is There?
Author: Pippins, Theo
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Humanities,Liberal Arts,Public Colleges,Community Colleges,College Curriculum,Associate Degrees,Bachelors Degrees,Majors (Students),Two Year College Students,Undergraduate Students,Required Courses,Enrollment,College Credits

This short report provides a systematic accounting of the provision of humanities and liberal arts education at public colleges in the United States, including community colleges. Key findings: (1) Humanities and liberal arts education in America's colleges is not in decline. Across the nation's community colleges, the number and share of humanities and liberal arts degrees awarded annually have risen since 2000. Although over the past 15 years the share of bachelor's degrees awarded at four-year public colleges in these fields has fallen, the absolute number of humanities and liberal arts degrees awarded at two- and four-year public colleges combined has risen. And the numbers and shares of declared humanities and liberal arts majors at two- and four-year public colleges have roughly held steady, accounting for the Great Recession, since 2007; (2) College requirements for humanities and liberal arts coursework are best described as a patchwork. They are based on a complex mix of interwoven college and program requirements, and they allow students considerable flexibility as to the amount of humanities and liberal arts they take in college; (3) All degrees, regardless of subject matter, involve a significant proportion of coursework in humanities and liberal arts. Almost one quarter of coursework for a four-year STEM degree is in these fields; (4) Visual and performing arts is becoming the dominant field within humanities and liberal arts. Community college graduates take as much coursework in visual and performing arts as they do in English or all other humanities and liberal arts courses combined. At four-year colleges, a growing proportion of bachelor's degrees are in visual and performing arts. This field has supplanted English language and literature as the most popular degree in the humanities and liberal arts; and (5) Community college transfer students are an important group of humanities and liberal arts students. They complete as much coursework in these fields as native four-year college students, but most of that coursework is taken before they transfer. It is critical to determine if these students are prepared for humanities and liberal arts coursework at four-year colleges.
Can Word Probabilities from LDA Be Simply Added up to Represent Documents?
Author: Cai, Zhiqiang
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Probability,Natural Language Processing,Models,Automation,Documentation,Cluster Grouping,Data Analysis

This paper provides an alternative way of document representation by treating topic probabilities as a vector representation for words and representing a document as a combination of the word vectors. A comparison on summary data shows that this representation is more effective in document classification. [This paper was published in: &quot;Proceedings of the 9th International Conference on Educational Data Mining&quot; (p577-578).]
Assessing Computer Literacy of Adults with Low Literacy Skills
Author: Olney, Andrew M.
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Computer Literacy,Adults,Reading Skills,Adult Literacy,Foreign Countries,Correlation,Intervention

Adaptive learning technologies hold great promise for improving the reading skills of adults with low literacy, but adults with low literacy skills typically have low computer literacy skills. In order to determine whether adults with low literacy skills would be able to use an intelligent tutoring system for reading comprehension, we adapted a 44 task computer literacy assessment and delivered it to 114 adults with reading skills between 3rd and 8th grade levels. This paper presents four analyses on these data. First, we report the pass/fail data natively exported by the assessment for particular computer-based tasks. Second, we undertook a GOMS [Goals, Operators, Methods, &amp; Selection rules] analysis of each computer-based task, to predict the task completion time for a skilled user, and found that it negatively correlated with proportion correct for each item, r(42) = -0.4, p = 0.01. Third, we used the GOMS task decomposition to develop a Q-matrix of component computer skills for each task, and using logistic mixed effects models on this matrix identified five component skills highly predictive of the success or failure of an individual on a computer task: function keys, typing, using icons, right clicking, and mouse dragging. And finally, we assessed the predictive value of all component skills using logistic lasso. [This paper was published in: &quot;Proceedings of the 10th International Conference on Educational Data Mining&quot; (p128-134).]
Tracking Online Reading of College Students
Author: Olney, Andrew M.
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: College Students,Electronic Publishing,Web Sites,Difficulty Level,Measurement Techniques,Privacy,Computer Security,Reading

We conducted a pilot study that used kernel-level packet capture to record the web pages visited by college students and the reading difficulty of those pages. Our results indicate that i) no students were fully compliant in their participation, ii) the number of texts encountered by participants was highly skewed, iii) the reading difficulty of texts was about 7th grade, M = 7.24, CI[subscript 95][7.04, 7.43], though difficulty varied by participant, and iv) the increasing use of encryption is likely a limiting factor for using kernel-level packet capture to measure online reading in the future. [This paper was published in: &quot;Proceedings of the 10th International Conference on Educational Data Mining&quot; (p406-407).]
The Reading Ability of College Freshmen
Author: Olney, Andrew M.
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: College Freshmen,Reading Skills,Adult Literacy,High School Equivalency Programs,Difficulty Level

Over the past 50 years, an increasing proportion of student graduating high school attend college, but literacy levels in the United States have remained largely unchanged. We present preliminary results that suggest the literacy levels of assessed first year college freshmen are above 5th grade but below 12th grade, that only 32% of these freshmen are reading at a 12th grade level, and that this high-performing group has only a 69% chance of passing the reading portion of the GED high school equivalence test. [This paper was published in: &quot;Proceedings of the 10th International Conference on Educational Data Mining&quot; (p396-397).]
The Relationship between Algebra Nation Usage and Highstakes Test Performance for Struggling Students
Author: Leite, Walter L.
Date: 2019-05-23
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Video Technology,Algebra,Program Effectiveness,Student Characteristics,Learning Strategies,Mathematics Achievement,High Stakes Tests,Open Educational Resources,At Risk Students,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11

Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low-achieving students. The present study examines the relationship between usage of Algebra Nation, a self-guided system that provided instructional videos and practice problems, and the performance of students who had failed the state-administered Algebra I end-of-course (EOC) assessment the previous year. Indicators of usage of Algebra Nation consisted of logins, video views, and practice questions answered. Path analyses and logistic regressions were used to evaluate relationships between usage indicators and algebra scores, controlling for number of absences, free/reduced lunch eligibility, Hispanic/Latino origin, race and gender. The results indicate that higher levels of logins, video views and practice questions answered were related to higher scores when the students re-took the assessment. Logins and practice questions were also related to increases in odds of passing the Algebra I EOC assessment, but not video views. The results suggest that there may be benefits to technology use in the form of an OER adopted by students and teachers on an informal basis, and link self-regulated learning strategies to student achievement. [This is the in press version of an article published in &quot;Journal of Computer Assisted Learning.&quot;]
&quot;A Small School with Big Chances&quot;: The 21st Century Charter School at Gary
Author: Cummings, Amy
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Charter Schools,College Readiness,High School Graduates,High School Students,College Credits,College Preparation,Acceleration (Education),Dual Enrollment,Summer Programs,School Counseling,Educational Finance,Transportation,Barriers,Scheduling,Expectation

The 21st Century Charter School at Gary (21C), a K-12 charter school and is the flagship campus of the Greater Educational Opportunities (GEO) Foundation. GEO is a small charter management organization, founded in 1998 by Kevin Teasley, which today operates five schools in Gary, Indiana, and Baton Rouge, Louisiana. GEO focuses on increasing high schoolers' access to college. In this, GEO is similar to schools and systems across the land. Where it is distinctive, and worth a closer look, is how GEO is going about this. Key Points: (1) The 21st Century Charter School at Gary (21C) represents a distinctive approach to bridging the high-school-to-college gap. While it is far too early to say whether it &quot;works,&quot; this model of getting students on campus represents a promising strategy that few schools or systems are currently pursuing; (2) 21C's program is unlike most college-credit programs in three key ways: (1) students take courses on college campuses, (2) there is no exclusive partnership between the high school and college, and (3) students are not limited to associate degrees; and (3) Between 2015 and 2018, 173 21C graduates earned a cumulative of 1,720 college credits, 16 students graduated with an associate degree, and one graduated with a bachelor's degree. In 2019, nine students will earn associate degrees, and 66 graduating seniors will have earned 1,250 college credits.
Arkansas Department of Higher Education Operating Recommendations for State-Supported Institutions of Higher Education, Fiscal Year 2018-19
Author: Arkansas Department of Higher Education
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: State Aid,Higher Education,Budgets,Funding Formulas,Productivity,Universities,Two Year Colleges,Educational Finance,Expenditures

There are two models that determine higher education funding in the state of Arkansas. The state uses a Need-Based Model in tandem with a Performance Based Model. The Arkansas Department of Higher Education (ADHE) is tasked with making recommendations to state lawmakers regarding budgets of public institutions of higher education. The Arkansas Higher Education Coordinating Board (AHECB) recommends the budgets and personal services to the State Legislature as outlined in the budget recommendation manuals. At its October 27, 2017 meeting, the AHECB approved the productivity funding model policies for the two-year colleges and universities. The policies were developed in conjunction with presidents and chancellors after meetings and revisions. The AHECB shall use the productivity-based funding model as the mechanism for recommending funding for applicable state-supported institutions of higher education. According to A.C.A. §6-61-234, the productivity-based funding model shall not determine the funding needs of special units such as a medical school, division of agriculture, or system offices. These special units are known as non-formula entities and ADHE staff reviewed justification requests submitted by the non-formula entities and prepared funding recommendations for Fiscal Year 2018-19 based upon those requests. Among this year's recommendations are: (1) For the universities, an increase in funding is recommended for those institutions with productivity increases for a total university recommendation of $6,979,776 in new revenue; (2) For the two-year colleges, an increase in funding is recommended for those institutions with productivity increases for a total two-year college recommendation of $2,424,335 in new revenue; (3) For the non-formula entities the recommendation is for a 2.1% increase based on the Higher Education Price Index (HEPI) index which is $3,935,634 and a recommendation of full funding which would require an additional $34,367,390, of which $16,372,702 would be for the University of Arkansas for Medical Sciences (UAMS); and (4) The total recommendation for 2018-19 for Colleges and Universities is $9,404,111 in new revenue. The total recommendation for 2018-19 for the Non-Formula Entities is $38,303,024 in new revenue.