ethanporcaro/eric-fulltext-meta huggingface dataset:
Romansh: The Romansh Language in Education in Switzerland. Regional Dossiers Series
Author: Gross, Manfred, Comp.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Romance Languages,Foreign Countries,Language Minorities,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Language of Instruction

This regional dossier aims to provide a concise description of the European minority language, Romansh, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided serves as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier.
Student Learning Outcomes (SLO) Symposium Collective Works
Author: Academic Senate for California Community Colleges
Date: 2018-00-00
Type: Collected Works - Proceedings
Subjects: Community Colleges,Two Year College Students,Outcomes of Education,Conferences (Gatherings),Educational Assessment,Student Evaluation,Equal Education,Teacher Evaluation,Teacher Expectations of Students,Educational Improvement,Educational Change,Program Evaluation,Academic Standards,Faculty Development

This paper is the first issue of the Student Learning Outcomes (SLO) Symposium Collective Works publication, devoted to summaries of the presentations that took place at the 2018 symposium. The guiding topic of the symposium, assessment of student learning, was interwoven in breakout sessions with a great variety of topics such as equity, assessment cycles, integrated planning, institution-set standards, SLO assessment data disaggregation, faculty engagement, and guided pathways. Presentations were delivered mostly by faculty and other practitioners in the field of assessment and offered very concrete examples of daily practices that could inform campus-wide discussions in the areas of professional development, institutional effectiveness, and accreditation. Contents in this paper include: (1) Talking Ourselves into Outcomes: Teaching, Learning, and Equity in California Community Colleges (Lillian E. Marrujo-Duck); (2) Escape! How to Build Faculty Assessment Teams through the Use of Escape Rooms (Denise Kruizenga-Muro and Jude Whitton); (3) Passion, Patience, &amp; Compassion in the SLO Journey: Only a Teacher Knows What Expectation a Student Has Satisfied or Failed to Satisfy (Nita Gopal); (4) Comprehensive Evaluation of the SLO Process within an Integrated Planning System at Orange Coast College (Sheri Sterner and Gabrielle Stanco); (5) Institution-Set Standards: How to Weave Them in Meaningfully into Program Review (Jennifer Klein and Shouka Torabi); (6) Long Beach City College Increasing Participation in SLO Disaggregation (William Collins); (7) The Odyssey of SLO's: An Epic Journey of Assessment, Improvement and Faculty Engagement at MiraCosta College (Joanne Benschop, Jonathan Fohrman, and John Thomford); (8) Transistioning SLOs into Canvas: Coastline's Story of Faculty Engagement and Institutional Change (Raissa Covit, Shanon Gonzalez, Steven Homestead, Josh Levenshus, Daniel Pittaway, and Aeron Zentner); and (9) Institutional Learning Outcomes (ILO) Assessment at Bakersfield College.
KASB 2017-18 Enrollment Projection Report
Author: Carter, Ted
Date: 2018-01-16
Type: Numerical/Quantitative Data
Subjects: Enrollment Projections,Enrollment Trends,School Districts,Elementary Secondary Education,Low Income Groups,Age Differences,Instructional Program Divisions,Special Education,At Risk Students,Preschool Education,Low Income Students,Geographic Regions,School District Size

This report presents the findings from the Kansas Association of School Boards' (KASB's) 2017-18 Enrollment Projections for the state of Kansas as a whole, and also provides instructions on how these projections can be accessed at the district level. Findings include: (1) The projected enrollment is expected to increase 0.4 percent next year, decline from 2018-19 to 2019-20, stay steady into 2020-21, then decline approximately 0.2 percent annually through 2022-23; (2) From 2017-18 to 2022-23 there will be a decrease in the percent of students in grades K-6 and for Special Education 3 and 4-year olds, 4 year-old at risk students, and Pre-Kindergarten students; (3) The percent of students coming from small and medium districts will increase from 2017-18 to 2022-23; (4) From 2017-18 to 2022-23, the percent of students coming from KASB Regions 1, 4, and 6-9 will increase slightly, while the percent coming from Regions 2, 3, 5, and 10 will decrease. However, all of these changes are small percent changes; (5) Between 2017-18 and 2022-23, the percent of students eligible for free lunch and those eligible for full-price lunch will remain virtually the same, but the percent eligible for reduced-price lunch will decrease slightly; (6) The calculated average age of students from districts with between 5001 and 50,000 has been increasing, suggesting that these larger districts might see a decrease in enrollment in the future; and (7) Comparison of actual values to previously projected values suggest that the KASB enrollment projection calculations produce highly accurate predictions. [For the 2016-17 report, see ED580961.]
Legislative Report on Developmental Education for the High School Class of 2015
Author: Colorado Department of Higher Education
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: College Preparation,College Readiness,Developmental Studies Programs,Public Colleges,Enrollment Trends,Remedial Instruction,Costs,Educational Finance,High School Graduates,Gender Differences,Racial Differences,Ethnicity,Two Year Colleges,English Language Learners,Disabilities,Special Education,Socioeconomic Status,Intellectual Disciplines,Instructional Program Divisions,Academic Persistence,College Students

This report was prepared by The Colorado Department of Higher Education (DHE) pursuant to 23-1-113.3 C.R.S. The information in this report is presented to inform the ongoing dialogue regarding preparation for college and the effects of developmental education in Colorado. This report documents data gathered by the Colorado Department of Higher Education (DHE) for academic year 2016 (Summer 2015, Fall 2015, and Spring 2016) as required by statute. The report concerns students taking developmental education courses at Colorado's public higher education institutions. The report is submitted to the Education Committees of the Senate and House of Representatives, the Joint Budget Committee (JBC), the Colorado Department of Education (CDE), and each Colorado public school district superintendent. This report summarizes the current developmental education landscape for the Colorado High School Class of 2015, including their enrollment rates and outcomes in developmental education courses and the student and state costs of providing developmental education courses. The report also summarizes reforms to Colorado's traditional developmental education system as well as a number of initiatives across the state targeted at reducing students' need for developmental education courses and decreasing the amount of time they spend taking these classes.
Children and Youth Experiencing Homelessness: An Introduction to the Issues. Updated. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Children,Youth,Public Education,Childrens Rights,Access to Education

This is the update to a brief originally published in Winter 2014. The word &quot;homeless&quot; typically does not bring to mind images of children and youth, but the reality is that many people experiencing homelessness are under the age of 18; some of them are a part of families experiencing homelessness, while others are youth experiencing homelessness on their own. Subtitle VII-B of the McKinney-Vento Homeless Assistance Act, reauthorized in 2015 by Title IX, Part A of the Every Student Succeeds Act, (42 U.S.C. § 11431 et seq.) is a Federal law that addresses the educational needs of children and youth experiencing homelessness. This brief provides basic information about the scope of the issue of child and youth homelessness, the impact of homelessness on education, and the educational rights and supports available to children and youth experiencing homelessness. [For the 2014 brief, see ED574572.]
Supporting the Education of Immigrant Students Experiencing Homelessness. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Homeless People,Immigrants,Federal Legislation,Refugees,Enrollment,Student Placement,Eligibility,Public Schools,Elementary Secondary Education,Postsecondary Education,Students

The process of immigrating to a new country and acclimating to its culture can be stressful. Leaving family, friends, and familiar surroundings creates uncertainty and anxiety for immigrants attempting to assimilate into American society while trying to retain part of their own culture and heritage. Even immigrants with extensive professional experience in their own countries may need to improve their English language skills, re-take courses, and pass additional licensing exams to practice in this country. In the interim, lower incomes may result in living in less desirable housing, experiencing housing instability, or even living in situations that meet the McKinney-Vento definition of homeless. According to the U.S. Department of Education (ED), there are more than 840,000 immigrant students enrolled in U.S. schools. This brief aims to help local liaisons for homeless education and other school personnel identify, enroll, and serve immigrant students in public schools; refer them to additional community services, as needed; and help them transition to higher education.
College and Career Counseling for Students Experiencing Homelessness: Promising Practices for Secondary School Counselors. A National Center for Homeless Education Research Summary
Author: Havlik, Stacey A.
Date: 2017-12-00
Type: Reports - Research
Subjects: Homeless People,At Risk Students,School Counselors,Counselor Role,Intervention,College Readiness,Career Readiness,Secondary Schools,Postsecondary Education,Federal Legislation,Career Development,Secondary School Students,Educational Legislation

The number of students identified as homeless and enrolled in schools increased by 3.5% over a three-year span during the 2012-2013 to 2014-2015 school years (National Center for Homeless Education [NCHE], 2016). The education subtitle of the McKinney-Vento Homeless Assistance Act, as amended in December 2015 by the Every Student Succeeds Act (ESSA), includes a new requirement for school counselors to support students experiencing homelessness in their college and career readiness. In their roles, school counselors can identify and facilitate services and coordinate programs and interventions to support the college and career preparation and transition for students experiencing homelessness. In order to equip school counselors to meet this new requirement and to contribute to the overall success of students experiencing homelessness, this research summary provides an overview of the research, issues, and practices related to secondary school counselors' roles in supporting students experiencing homelessness in their postsecondary planning.
Views of Graduate and Undergraduate Students of Science Teaching on Technology Use in Classes
Author: Kara, Ferda
Date: 2018-00-00
Type: Reports - Research
Subjects: Science Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Science Teachers,Student Attitudes,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Graduate Students,Undergraduate Students,Pedagogical Content Knowledge,Technological Literacy

Today, technology has been developing rapidly. Especially in the last 20 years, the races to produce technology among developed countries and the madness of consumption have increased. Turkey, as a major developing country is not yet at the desired level and needs to change this situation. For this purpose, it is imperative that our children, whom we rely on for our future, should receive a good education. In this regard, the task of science teachers is very undeniable. The aim of this study is to determine the opinions of 1st, 2nd, 3rd, and 4th grade students from Gazi University Science Education Department about the use of technology in classes and which of the technological applications they can use in classes. It is thought that the results of this work will be very helpful to academicians in Science Teaching Departments. [This chapter was published in: Turhan Cetin, Ayfer Sahin, Almasa Mulalic, and Nudzejma Obralic (Eds.), &quot;New Horizons in Educational Sciences - 1,&quot; p242-267. Riga, Latvia: LAP Lambert Academic Publishing, 2018 (ISBN 978-613-9-92748-7).]
Choosing a Predictive Analytics Vendor: A Guide for Colleges
Author: Palmer, Iris
Date: 2018-09-00
Type: Guides - Non-Classroom
Subjects: Prediction,Vendors,Administrators,Guides,Colleges,Partnerships in Education,Models,At Risk Students,Higher Education

Colleges are increasingly using models to predict student behavior and intervene to change that behavior. Because of this, when projects involve partnering with a vendor, it is more important than ever to make the right choice about which vendor. In some ways, partnering with a vendor to use predictive analytics is similar to procuring any other technology product. But the complexity of the algorithms--and the predictions they produce--add another layer to the decision-making process. This guide gives administrators the tools to ask the right set of questions of predictive analytics vendors and provides a sense of what kind of answers they should expect. It focuses on ensuring that vendors use predictive analytics tools like early alert systems in an ethical manner.
Pre-K Teachers and Bachelor&apos;s Degrees: Envisioning Equitable Access to High-Quality Preparation Programs
Author: Workman, Emily
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Preschool Teachers,Bachelors Degrees,Equal Education,Access to Education,Teacher Education Programs,Early Childhood Education,Educational Quality,Knowledge Base for Teaching,Teacher Competencies,Teacher Qualifications,Diversity (Faculty),Credentials,Teaching Methods,Scholarships,Educational Finance

Many current and prospective pre-K teachers face significant barriers to obtaining bachelor's degrees; current members of the workforce, in particular, may find it exceedingly difficult to find the time and money to attend college courses and complete traditional preparation programs, given the low wages that come with most jobs in early childhood. In addition, many questions loom about the quality of existing bachelor's programs. Less frequently discussed but also critical is the need to ensure that the next generation of high school and college students, a population which is increasingly diverse, sees pre-K teaching as an attractive career choice and has strong preparation avenues to pursue this choice. In order to unpack the complexities of this recommendation and its implications for teachers of three- and four-year-olds, New America and Bellwether Education Partners engaged the nation's leading experts on early childhood teacher preparation in a discussion of what preparation for current and future early educators should look like and the potential of new, more accessible and higher-quality models for degree programs. New America and Bellwether convened a day-long meeting in Washington, DC on September 26, 2017 and conducted follow-up interviews throughout the fall with selected attendees and other experts in the field. This report summarizes the ideas that came out of the meeting and follow-up interviews and highlights strategies currently available to increase access and quality as well as recommendations for new strategy development. Finally, it pinpoints six issues that need to be addressed to better support the goal of ensuring all pre-K teachers have the core knowledge and competencies needed to effectively teach three- and four-year-olds.
2018 Teacher Prep Review
Author: Rickenbrode, Robert
Date: 2018-04-00
Type: Reports - Research
Subjects: Teacher Education Programs,Graduate Study,Alternative Teacher Certification,Elementary Secondary Education,Program Evaluation,Teacher Education,Teacher Effectiveness,Educational Quality,Program Improvement,Educational Change,Student Teaching,Cooperating Teachers,Mentors,Classroom Techniques,Elementary School Mathematics,Reading Instruction,Science Instruction,Knowledge Base for Teaching,Social Studies,College Admission

The &quot;2018 Teacher Prep Review&quot; examines the results of rating 567 traditional graduate programs, 129 alternative route programs, and 18 residencies preparing both elementary and secondary teachers. The Review includes recommendations for programs to make changes to improve the quality of teachers entering the profession and highlights exemplary programs for states and institutions to examine.
Landscapes in Teacher Prep: Undergraduate Elementary Ed. Updated
Author: Lubell, Sam
Date: 2016-12-00
Type: Reports - Research
Subjects: Teacher Education Programs,Elementary School Teachers,Teacher Competencies,Program Effectiveness,Program Evaluation,Admission Criteria,Teacher Effectiveness,Reading Instruction,Mathematics Instruction,Pedagogical Content Knowledge,Student Teaching,Classroom Techniques

The National Council on Teacher Quality's (NCTQ's) 2016 &quot;Landscape in Teacher Preparation&quot; has examined 875 traditional undergraduate programs that prepare elementary school teachers, finding widely variable levels of quality. Some programs prepare teachers whom parents would love to see in front of their child's classroom. Too many others graduate teachers who still need substantial assistance and experience before they are truly ready for the position they now are authorized to fill. Since 2014, programs have made gains in a few key areas, but still have far to go in others. One of the purposes of this report is to help teacher preparation programs identify which aspects of their programs need revision to enhance their selection and preparation of the next generation of teachers. In addition, states can use these findings to evaluate how they oversee teacher prep programs and to determine how they can help these programs improve. School districts can use the results of this report as a catalog of where to recruit both student teachers and new teachers and as a basis for talking with programs about what needs to be included in their training. High school students planning on becoming teachers and their guidance counselors may also find this report helpful in identifying the best college choices.
Danish: The Danish Language in Education in Germany. Regional Dossiers Series
Author: Kühl, Jørgen, Comp.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Indo European Languages,Course Descriptions,Language Minorities,Educational Policy,Educational Improvement,Geographic Regions,Foreign Countries,Second Language Learning,Second Language Instruction,Language of Instruction,Preschool Education,Vocational Education,Elementary Secondary Education,Language Usage,Instructional Materials,Language Teachers,Teacher Qualifications,German

This regional dossier aims to provide a concise description of the European minority language, Danish, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided serves as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. Lists of regulations, references and further reading, and useful addresses concerning the minority language, are given at the end of the dossier.
Gàidhlig: The Gaelic Language in Education in Scotland, 2nd Edition. Regional Dossiers Series
Author: Robertson, Boyd, Comp.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Indo European Languages,Language Minorities,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Educational Legislation,Language of Instruction,Second Language Learning,Instructional Materials

This regional dossier aims to provide a concise description of the European minority language, Gàidhlig, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided serves as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. Lists of regulations, references and further reading, and useful addresses concerning the minority language, are given at the end of the dossier. [This Regional dossier was originally compiled by Boyd Robertson. He updated the dossier in 2017. Unless otherwise stated academic data refer to the 2016/2017 school year.]