ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role and Function of Small VET Providers. Research Report
Author: Korbel, Patrick
Date: 2019-00-00
Type: Reports - Research
Subjects: Vocational Education,Geographic Regions,Foreign Countries,Rural Areas,Student Diversity,Students with Disabilities,Student Characteristics,Outcomes of Education,Indigenous Populations,Comparative Analysis,Enrollment,Graduates

The aim of this research was to gain a better understanding of the role and function of small providers in the Australian vocational education and training (VET) system in meeting the needs of learners. Small providers -- those with low numbers of students -- account for almost one-third of the total, thus justifying a closer look at this segment. In 2017 there were 1130 registered training organisations (RTOs) from a total of 3573 non-school RTOs with fewer than 100 students. RTOs were categorised into three sizes: (1) small providers (those with fewer than 100 students enrolled in VET); (2) medium providers (with between 100 and 999 students); and (3) large providers (with 1000 or more students). The authors selected providers that were in the same size category in 2015, 2016 and 2017. Schools were excluded from the analysis as they are RTOs in only some jurisdictions. Accordingly, the findings reflect VET delivered by non-school RTOs with a stable number of students in terms of their size category between 2015 and 2017. These stable small providers made up 24% of providers in the scope of this research but had fewer than 1% of all students in 2017.
An Academic Writing Curriculum and Materials for A1-B2-Level Learners in a Turkish University&apos;s English Language Preparatory Program
Author: Champlin, Matthew C.
Date: 2019-04-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Curriculum,Academic Language,Writing (Composition),Writing Instruction,English for Academic Purposes,Teaching Methods,Skill Development,Grammar,Verbs,Language Usage,Punctuation,Higher Education,College Students

This IPP combines a literature review and a materials development project. The literature review outlines and supports the approach taken throughout the curriculum and the materials that were developed. First, it lays out the nature of Turkish universities' ELPPs [English Language Preparatory Programs]; then, it deals with the basic philosophy of the curriculum including individualization and standardization, the role of joy in education, the necessity for an integration of skills in teaching academic writing, the use of models, and the necessity and purpose of feedback. In the second half of the literature review, the key features of academic writing are discussed in advance of showing how to teach them. Recommendations are also given for testing the validity of the approach taken and for additional areas that should be studied. These are followed by a demonstration lesson where the principles are shown in action. Finally, the entire 32-week curriculum is presented, showing how this philosophy can be actualized in lesson planning, materials, and handouts.
Abbott Districts: School Funding Still Unconstitutional
Author: Education Law Center
Date: 2019-03-00
Type: Reports - Research
Subjects: Educational Finance,Financial Support,Constitutional Law,Student Rights,Urban Schools,School Districts,State Aid,Budgeting,Costs,State Standards,Low Income Students,At Risk Students,Limited English Speaking,Students with Disabilities,Funding Formulas,Program Implementation,Court Litigation,Educational Equity (Finance),Expenditure per Student,Preschool Education,Elementary Secondary Education,Educational Quality,Taxes

In the 2009 &quot;Abbott v. Burke XX&quot; decision, the New Jersey Supreme Court approved the SFRA formula as a replacement for the previously Court-ordered &quot;parity&quot; and &quot;supplemental funding&quot; remedies for the longstanding violation of the constitutional right to a thorough and efficient education of students in 31 urban, or &quot;Abbott,&quot; districts. However, in allowing the School Funding Reform Act (SFRA) formula to be applied to the Abbott districts, the Court placed a crucial &quot;caveat,&quot; or condition, on the State going forward. Specifically, the Supreme Court determined that the constitutional &quot;heart&quot; of the SFRA formula is the &quot;adequacy budget,&quot; or the level of spending for each district based on the cost of educating all students to achieve state standards, along with the cost of programs for low-income (at-risk) students, limited English proficient students, and students with disabilities. Further, the Court found that when fully funded to each district's adequacy budget, the SFRA formula can deliver the essential resources -- teachers, support staff and programs -- necessary to provide a &quot;thorough and efficient&quot; (T&amp;E) education, as mandated by the State Constitution, for students in all New Jersey school districts. This report examines the State's implementation of the SFRA in the Abbott districts over the last decade. The report shows that the State's commitment to fully funding the formula lasted only one year, and since that time the Abbott districts have fallen further and further behind. Though there are significant variations by district, the Abbott districts as a group have fallen behind in spending relative to adequacy, the level approved as constitutional by the Supreme Court.
Aims and Purposes of a State Schooling System: The Case of California. Technical Report. Getting Down to Facts II
Author: Brighouse, Harry
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Public Education,State Legislation,Curriculum,State Standards,Academic Aspiration,Educational Finance,Economic Factors,Productivity,Personal Autonomy,Democratic Values,Competence,Interpersonal Relationship,Humanism,Equal Education,Politics of Education,Educational Equity (Finance),Measurement,Common Core State Standards,Individual Development

Evaluating a school system requires benchmarks of success. In order to know whether it is successful we need to know not only what is happening, but what should be happening. This paper interprets, and comments on, the aims California has for its public school system, and offers ways of thinking about the evidence in the light of those aims, and about how to set goals over the coming decade. California's constitution, adopted in 1879, requires that the state provide a system of public education for the purpose of the &quot;general diffusion of knowledge and intelligence&quot; and explicitly mentions the promotion of &quot;intellectual, scientific, moral, and agricultural improvement.&quot; The constitutional text does not provide much detail about the content or distribution of education. These important aims are fleshed out in California law. This paper examines how California defines what students will learn and the aims for how that learning will be distributed. The authors analyze the official state curricular standards to understand the state's aims for learning, and they examine aspirational statements as well as the financing system for underlying assumptions about goals for the distribution of learning. They continue by observing that the metrics used to measure the effects of the education system are highly imperfect, but should not be discarded. In conclusion they explore how the State could devise a set of goals that it would be reasonable to hold itself to over the coming decade, in the light of the evidence about where the facts stand today.
Curriculum Planning and Alignment in Scotland&apos;s Colleges: A Thematic Aspect Report by Education Scotland on Provision in Scotland&apos;s Colleges on Behalf of the Scottish Funding Council
Author: Education Scotland
Date: 2016-09-30
Type: Reports - Research
Subjects: Curriculum Development,Alignment (Education),Institutional Mission,Skill Development,Educational Change,Organizational Change,College Role,School Community Relationship,Foreign Countries,Institutional Evaluation,Colleges,Stakeholders,Employer Attitudes,Inspection,Administrator Attitudes,Outcomes of Education,Rural Areas,Case Studies,Higher Education,Geographic Regions,Regional Cooperation,Educational Finance

Scotland's colleges have a wide-ranging mission. They strive to meet the needs of a diverse range of stakeholders, including individual learners, local communities, regional and national bodies and the national and international economies. At an individual level, the curriculum offered in Scotland's colleges aims to enable people to develop skills and capacities which will improve their working, personal and community life. Colleges have undergone significant change over the recent past, particularly during the last five years. College sector reforms, including regionalisation, associated Regional Outcome Agreements (ROA) and college mergers have changed the context in which colleges plan their curriculum. Regional Skills Assessments (RSA) and Skills Investment Plans (SIP) generated by Skills Development Scotland (SDS) are now key drivers in informing curriculum planning. The role of colleges in local Community Planning Partnerships (CPP) has also evolved over recent years. This task will evaluate how well colleges are aligning their curriculum to meet the needs of employers and communities at local, regional and national levels. In preparing this report, inspectors visited a sample of five colleges and drew on the findings of published Education Scotland reviews of colleges and other relevant publications and reports. Each college in the sample was visited once during the fieldwork. During the visits, inspectors discussed issues with managers, curriculum teams and college stakeholders, including employers. The five colleges visited during the fieldwork for this report are listed in Appendix 1. Inspectors undertook desk analysis of relevant documents. This included a review of individual college Regional Outcome Agreement (ROAs), Skills Development Scotland (SDS) Regional Skills Assessments (RSAs), programme information and other external reports. In addition to the evidence obtained from the five colleges involved in the fieldwork, reviewers also examined the evaluations contained in annual engagement visit reports for 2014-15 and in college external review reports published between January 2014 and June 2016.
Exploring and Understanding the Advocacy Needs of Kentuckians with Developmental Disabilities. Research Brief. Summer 2018
Author: Adams, Chithra
Date: 2018-00-00
Type: Reports - Research
Subjects: Needs Assessment,Advocacy,Developmental Disabilities,Capacity Building,Empowerment,Program Development,Family Programs,Information Needs,Educational Needs,Coaching (Performance),Transportation,Communication Problems,Public Affairs Education,Barriers,Legislators,Community Involvement,Professional Personnel,Individual Needs

In this research brief we present the results of a recent needs assessment evaluating the advocacy-based needs for Kentuckians with developmental disabilities and their families. Results highlight the different levels and types of supports needed to build self-advocacy capacity and to inform effective planning and services and the individual, local, and state levels.
What Cognitive Interviewing Reveals about a New Measure of Undergraduate Biology Reasoning
Author: Cromley, Jennifer G.
Date: 2019-00-00
Type: Reports - Research
Subjects: College Science,Undergraduate Students,Biology,Logical Thinking,Thinking Skills,Inferences,Knowledge Level,Test Validity,STEM Education,Protocol Analysis,Interviews,Academic Persistence,Prior Learning,Vocabulary,Reading Comprehension,Study Habits,Test Wiseness,Metacognition

Reasoning skills have been clearly related to achievement in introductory undergraduate biology, a course with a high failure rate that may contribute to dropout from undergraduate STEM majors. Existing measures are focused on the experimental method, such as generating hypotheses, choosing a research method, how to control variables other than those manipulated in an experiment, analyzing data (e.g., naming independent and dependent variables), and drawing conclusions from results. We developed a new measure called Inference-Making and Reasoning in Biology (IMRB) that tests deductive reasoning in biology outside of the context of the experimental method, using not-previously-instructed biology content. We present results from coded cognitive interviews with 86 undergraduate biology students completing the IMRB, using within-subjects comparisons of verbalizations when questions are answered correctly vs. answered incorrectly. Results suggest that the IMRB does in fact tap local and global inferences, but not knowledge acquired before the study or elaborative inferences that require such knowledge. For the most part, reading comprehension/study strategies do not help examinees answer IMRB questions correctly, except for recalling information learned earlier in the measure, summarizing, paraphrasing, skimming, and noting text structure. Likewise, test-taking strategies do not help examinees answer IMRB questions correctly, except for noting that a passage had not mentioned specific information. Similarly, vocabulary did not help examinees answer IMRB questions correctly. With regard to metacognitive monitoring, when questions were answered incorrectly, examinees more often noted a lack of understanding. Thus, we present strong validity evidence for the IMRB, which is available to STEM researchers and measurement experts. [This paper will be published in the &quot;Journal of Experimental Education.&quot;]
Understanding Learners Achieving with Partial Success: A Thematic Aspect Report by Education Scotland on Provision in Scotland&apos;s Colleges on Behalf of the Scottish Funding Council
Author: Education Scotland
Date: 2015-09-11
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Adult Education,Academic Persistence,Graduation,Success,Full Time Students,Performance,Educational Attainment,Student Needs,Student Personnel Services,At Risk Students,Self Evaluation (Groups),Institutional Evaluation,College Credits

Currently in Scotland, around 66% of learners who enroll on full-time further education (FE) programmes and 71% of learners who enroll on full-time higher education (HE) programmes, complete their programme successfully. A further 11% of learners on full-time FE programmes and 13% of learners on full-time HE programmes complete with partial success. The profile of the group of learners who complete with partial success is not fully understood, nor are the reasons behind them completing with partial success. This report explores these issues, evaluates current practice, and identifies important areas for discussion and further development amongst practitioners. It identifies excellent practice found by inspectors and sets out recommendations for improvement.
PhD Thesis Writing Process: A Systematic Approach--How to Write Your Methodology, Results and Conclusion
Author: Faryadi, Qais
Date: 2019-04-26
Type: Journal Articles
Subjects: Doctoral Dissertations,Writing Processes,Research Methodology,Expository Writing,Text Structure,Social Sciences,Guidelines,Doctoral Students

I have already discussed the PhD introduction and literature review in detail. In this paper, I discuss the PhD methodology, results and how to write a stunning conclusion for your thesis. The main objective of this paper is to help PhD candidates to understand what is a PhD methodology and guide them in writing a systematic and meaningful PhD methodology, results and conclusion. The methodology used in this research is a descriptive method as it deliberates and defines the various parts of PhD methodology, results and conclusion writing process and elucidates the &quot;how to do&quot; in a very unpretentious and understanding manner. As thus, this paper summarises the various steps of thesis methodology, results and conclusion writing to pilot the PhD students. This road map is a useful guidance especially for students of social science studies. Additionally, in this paper, methodology writing techniques, procedures and important strategies are enlightened in a simple manner. This paper adopts a &quot;how-to approach&quot; when discussing a variety of relevant topics such as introduction, formulation of the methodology, variables, research design process, types of sampling, data collection process, interviews, questionnaires, data analysis techniques and so on. Results and conclusions are also discussed in detail, so that PhD candidates can follow the guide clearly. This paper has 5 parts such as Introduction, Literature reviews, Methodology, Results and Conclusion. As such, I discuss Methodology, Results and Conclusion as the final assessment of the PhD thesis writing process. [To view &quot;How to Write Your Introduction,&quot; see ED590321 and &quot;How to Write Your Literature Review,&quot; see ED591106.]
Udmurt: The Udmurt Language in Education in the Udmurt Republic in Russia. Regional Dossiers Series
Author: Denisov, Victor, Comp.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Language Minorities,Second Languages,Educational Policy,Glossaries,Language of Instruction,Foreign Countries,Finno Ugric Languages,Preschool Education,Elementary Secondary Education,Vocational Education,Higher Education,Adult Education,Web Sites,Geographic Regions,Multilingualism,Native Language Instruction,Educational Legislation,Educational History,Bilingual Education,Educational Change,Administrative Organization,Educational Administration,Language Usage,Russian,Second Language Learning

This regional dossier aims to provide a concise description of the European minority language, Udmurt, 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 information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve 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 and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier.
Forum: Immigration and ESL
Author: Larrotta, Clarena
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigration,English (Second Language),Second Language Learning,Second Language Instruction,Immigrants,Political Attitudes,Barriers,Language Teachers,Safety,Teaching Methods,Adult Education,Advocacy,Resource Allocation,Public Policy,Attendance,Community Education,Undocumented Immigrants,Workshops,Citizenship Education,Laws,Social Bias,Fear

In this three-part forum, part one explores the challenges immigrants face learning English in the current political climate. Part two shows the effect that policy change has on local immigrant learners by looking through the lens of one local community. The final forum demonstrates how teachers are navigating the current climate and building a safe space for their students to learn while teaching important lessons. This forum also discusses steps program administrators and adult education advocates can take to help ensure that support and resources are allocated to helping immigrants achieve success. Forum article titles include: (1) Immigrants Learning English in a Time of Anti-Immigrant Sentiment (Clarena Larrotta); (2) How Policy Changes Affect Local Immigrant Learners (Susan Finn Miller); and (3) Showing Up for Immigrant Learners (and Each Other) (Andy Nash). [Abstract modified to meet ERIC guidelines.]
Latino U.S.-Citizen Children of Immigrants: A Generation at High Risk. Summary of Selected Young Scholars Program (YSP) Research
Author: Rojas-Flores, Lisseth
Date: 2017-10-18
Type: Reports - Descriptive
Subjects: Hispanic Americans,Children,Immigrants,At Risk Persons,Undocumented Immigrants,Risk,Citizenship,Resilience (Psychology),Social Services,Mental Health,Self Concept,Socioeconomic Influences

In this report, Lisseth Rojas-Flores highlights the work of scholars within the Foundation's Young Scholars Program (YSP) related to Latino-U.S. citizen children of immigrants. Children of immigrants are growing up in a unique historical context in the United States -- a time marked by aggressive immigration policies and practices. For over 10 years, studies conducted by YSP scholars have focused on the well-being of children of immigrants and their families. This paper highlights the work of YSP scholars: Drs. Joanna Dreby, Kalina Brabeck, Cecilia Ayón, Christia Spears Brown, and Lisseth Rojas-Flores. Their research examines the impact of immigration enforcement practices and policies on Latino school-aged children within family units whose members have both authorized and unauthorized immigration status. Taken together, their work explores the assets and vulnerabilities of Latino children of immigrants. Further, this research has implications to improve policies to better address the best interests of Latino citizen children.
Early Detection of Wheel Spinning: Comparison across Tutors, Models, Features, and Operationalizations
Author: Zhang, Chuankai
Date: 2019-07-00
Type: Speeches/Meeting Papers
Subjects: Identification,Intelligent Tutoring Systems,Academic Failure,Criteria,Algebra,Geometry,Mathematics Instruction,Models,Comparative Analysis

&quot;Wheel spinning&quot; is the phenomenon in which a student fails to master a Knowledge Component (KC), despite significant practice. Ideally, an intelligent tutoring system would detect this phenomenon early, so that the system or a teacher could try alternative instructional strategies. Prior work has put forward several criteria for wheel spinning and has demonstrated that wheel spinning can be detected reasonably early. Yet the literature lacks systematic comparisons among the multiple wheel spinning criteria, features, and models that have been proposed, across multiple evaluation criteria (e.g., earliness, precision, and generalizability) and datasets. In our experiments, we constructed six wheel spinning detectors and compared their performance under two different wheel spinning criteria with three datasets. The results show that two prominent criteria for wheel spinning diverge substantially, and that a Random Forest model has the most consistent performance in early detection of wheel spinning across datasets and wheel spinning criteria. In addition, we found that a simple model overlooked by previous research (Logistic Regression trained on a single feature) is able to detect wheel spinning at an early stage with decent performance. This work brings us closer to unifying strands of prior work on wheel spinning (e.g., understanding how different criteria compare) and to early detection of wheel spinning in educational practice. [This paper was published in: Proceedings of the 12th International Conference on Educational Data Mining Montreal, QC, Canada, July 2-5, 2019.]