ethanporcaro/eric-fulltext-meta huggingface dataset:
Goals for Sustainable Development: Focusing on Children and Youth. Social Policy Report Brief. Volume 30, Issue 3
Author: Bridgman, Anne
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Sustainable Development,International Cooperation,Global Approach,Child Development,Youth Programs,Developmental Stages,Goal Orientation,Social Development,Emotional Development,Sex Fairness,Equal Education,Social Justice,Socioeconomic Influences,Social Differences,Civil Rights,Poverty,Nutrition,Violence,Access to Education,At Risk Persons,Progress Monitoring,Intervention,Program Evaluation

The United Nations Sustainable Development Goals, ratified by all 193 member states of the U.N. General Assembly in 2015, outline 17 goals considered central to sustainable development in all countries. Building on and broadening the Millennium Development Goals adopted in 2005, the new goals offer a more holistic vision of child and youth development, as well as recognition that the well-being and healthy development of children and youth are essential to global development. The goals were developed with worldwide input, are intended to apply to all countries, and focus on equity. This brief summarizes a longer social policy report, &quot;Children, Youth and Developmental Science in the 2015-2030 Global Sustainable Development Goals&quot; (Abbie Raikes, Hirokazu Yoshikawa, Courtney Sale Ross, Pia Rebello Britto, Iheoma Iruka). The report describes the central role of supporting child and youth development in achieving the vision behind the U.N. Sustainable Development Agenda. It addresses the importance of developmental science in achieving the aims of the Sustainable Development Agenda through generating knowledge of child and youth development in diverse contexts, monitoring and measurement to reveal patterns of success and inequity, and building capacity for developmental science in all countries. [For the full report, see ED581660.]
The Investigation of the Relationship between Teachers&apos; Beliefs towards Learning and Beliefs towards the Standard Tests
Author: Kinay, Ismail
Date: 2017-00-00
Type: Journal Articles
Subjects: Beliefs,Standardized Tests,Correlation,Statistical Analysis,Teacher Attitudes,Constructivism (Learning),Likert Scales,Attitude Measures,Questionnaires,Elementary Secondary Education,Foreign Countries,Multiple Regression Analysis

The aim of this study is to investigate the relationship between teachers' beliefs toward learning and beliefs toward standard tests. During the study, correlational survey research model, one of the research models, is adopted. As data collection tool; &quot;Belief Scale Towards Learning&quot; and &quot;Beliefs About Standardized Tests Scale&quot; is used. Data is collected from 659 different branches of teachers, 306 female and 353 male. For analyzing the data; descriptive statistical analyzing methods and correlation-regression analysis are used. According to the findings, it is determined that teachers' beliefs towards constructivist learning are higher than the beliefs towards traditional learning. Secondly, it's determined that there is a positive and significant relationship between beliefs towards traditional learning and beliefs towards standard tests. Furthermore, it's found that there is negative and significant relationship between beliefs towards standard tests and beliefs towards constructivist learning. Finally, it's determined that the beliefs toward traditional and constructivist learning are significant predictor of beliefs toward standard tests.
A Qualitative Study on the Contribution of Educational Administrators&apos; Use of Social Media to Educational Administration
Author: Bayram, Arslan
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Administration,Administrators,Social Media,Phenomenology,Qualitative Research,Instructional Leadership,Administrator Attitudes,Semi Structured Interviews,Information Dissemination,Foreign Countries,Knowledge Level

The phenomenology design which is one of the qualitative research methods was employed in this research that aimed to reveal the contribution of educational administrators' usage of social media to educational administration. The research is an explanatory study survey model. The study groups were selected using convenience sampling method. In-depth interviews were conducted using a semi-structured interview form consisting of three themes along with their subthemes that is developed by the researcher as the data collection tool. It is revealed that the social media has an effect on school administration and it should be used effectively implying that every school administrator should know how to use social media consciously. It can be asserted that some educational administrators can use social media tools effectively and in a manner that can contribute to educational administration. It is concluded that effective social media use should contribute to school administration, but school administrators rather use social media to share information with teachers, and also school administrators should exhibit instructional leadership to teachers and students through effective social media use, but school administrators do not have enough knowledge and experience of instructional leadership. It can be stated that school administrators do not have enough experience in creating a vision and bringing team spirit.
Applying EALTA Guidelines as Baseline for the Foreign Language Proficiency Test in Turkey: The Case of YDS
Author: Kavakli, Nurdan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Language Tests,Student Evaluation,Language Proficiency,Language Skills,Professional Associations,Guidelines,Case Studies,Test Construction,Test Items,Training,Quality Control,Multiple Choice Tests,High Stakes Tests,Information Security,Statistical Analysis

Within the scope of educational testing and assessment, setting standards and creating guidelines as a code of practice provide more prolific and sustainable outcomes. In this sense, internationally accepted and regionally accredited principles are suggested for standardization in language testing and assessment practices. Herein, ILTA guidelines for good practice proposed by International Language Testing Association (2007), ALTE code of practice by Association of Language Testers in Europe (1994), JLTA code of good testing practices by Japanese Language Testing Association (2002) and EALTA guidelines for good practice by European Association for Language Testing and Assessment (2006) can be cited. Amidst them, the EALTA guidelines have been adopted to 'frame a validity study' (Alderson, 2010: 63) for language testing and assessment practices. In this sense, due to the abundance of guidelines and principles, it is expected to see myriad of practices to be well-implemented and documented. However, documentation on aforementioned practical cases is rare with a few empirical studies conducted (Alderson &amp; Banerjee, 2008; Alderson; 2010; De Jong &amp; Zheng, 2011). Accordingly, in this paper, a practical case study on YDS (foreign language exam in Turkey) is applied regarding the EALTA guidelines with a special concern on the development of tests in national and/or institutional testing units or centers. It is, therefore, aimed to tackle the question whether YDS adheres the principles purported by EALTA with its probable high-stake consequences. Thus, the results have indicated that taking the EALTA guidelines in the course of the test development process as baseline promotes value-added language testing and assessment practices.
College and Career Readiness Standards for Adult Education
Author: Pimentel, Susan
Date: 2013-04-00
Type: Reports - Research
Subjects: Adult Education,College Readiness,Career Readiness,Professional Development,Adult Basic Education,Postsecondary Education,Outcomes of Education,Academic Standards,Common Core State Standards,Language Arts,Literacy Education,Mathematics Education,Course Content,Curriculum,STEM Education

For over a decade, standards-based education has been an integral part of the Office of Vocational and Adult Education's (OVAE) program of national leadership activities to improve the quality of adult education and literacy programs nationwide. The standards-based education movement in adult education has resulted in communicating clearer expectations for students, using content standards to improve curriculum and instruction, and creating professional development to help staff develop the expertise to implement standards. Building on OVAE's long commitment to promoting state-level institutionalization of adult education content standards, the central purpose of this effort--Promoting College and Career Ready Standards in Adult Basic Education--is to forge a stronger link among adult education, postsecondary education, and the world of work. It presents a starting point for raising awareness and understanding of the critical skills and knowledge expected and required for success in colleges, technical training programs, and employment in the 21st century. While the academic standards developed by states in recent decades reflected broad agreement among experts about what was desirable for students to learn, they did not necessarily identify what was essential for students to know to be prepared for the rigors of postsecondary training, work, or citizenship. It was not until the development of the Common Core State Standards (CCSS) in 2010--to date adopted by 46 states for K-12 programs--that such a consensus emerged. The CCSS were selected as the basis for the review and recommendations in this report. The report describes how these College and Career Readiness (CCR) standards can enable adult education programs to establish a framework for developing or updating their standards. The following questions guided this review: (1) What content in the area of English language arts and literacy (ELA/literacy) is most relevant to preparing adult students for success in higher education and training programs? (2) What content in the area of mathematics is most relevant to preparing adult students for success in higher education and training programs? (3) Which standards in each content area are most important for adult students?
Research-Practice Partnerships: Building Two-Way Streets of Engagement. Social Policy Report. Volume 30, Number 4
Author: Tseng, Vivian
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Theory Practice Relationship,Research and Development,Interpersonal Relationship,Agency Cooperation,Sustainability,Trust (Psychology),School Community Programs,Case Studies,Group Dynamics,College Programs,Public Schools,Elementary Secondary Education

People have long bemoaned the silos of research and practice. Researchers express frustration that practitioners do not use or misuse research. Practitioners respond that research is not relevant to their work, or is not easily accessible or understood. Research-Practice Partnerships (RPPs) across the country are seeking to undo these patterns. Many partnerships involve agencies working in long term collaboration with external researchers. Others are partnerships between research and program offices within government agencies. In this paper, we discuss how partnerships challenge researchers and practitioners to work together in new ways in order to improve education and human services, and ultimately to enhance child and youth outcomes. Discussion covers various types of partnerships, strategies and conditions for success, and exemplar models. [For the brief, &quot;Research-Practice Partnerships: Building Engagement to Benefit Children and Youth. Sharing Child and Youth Development Knowledge. Social Policy Report Brief. Volume 30, Number 4,&quot; see ED581641.]
PK-3: What Does It Mean for Instruction? Social Policy Report. Volume 30, Number 2
Author: Stipek, Deborah
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Kindergarten,Primary Education,Alignment (Education),Educational Policy,Social Environment,Educational Environment,Classroom Techniques,Child Development,Social Development,Emotional Development,State Policy,Board of Education Policy,School Districts,Instruction,Educational Practices,Expectation,Parent Participation

&quot;PK--3&quot; has become a rallying cry among many developmental scientists and educators. A central component of this movement is alignment between preschool and the early elementary grades. Many districts have made policy changes designed to promote continuity in children's educational experiences as they progress from preschool through third grade-- to provide children with a seamless education that will sustain the gains made in preschool and lead to better developmental and learning outcomes overall. This report proposes a conceptualization of productive continuity in academic instruction, as well as in the social climate and classroom management practices that might affect children's social-emotional development. It also considers ways in which schools might seek to achieve continuity in parents' and children's experiences. Finally, the report proposes specific state and district policies and school practices that are likely to promote continuous and meaningful learning experiences. [For the report brief, &quot;What Does PK-3 Instructional Alignment Mean for Policy and Practice? Social Policy Report Brief. Sharing Child and Youth Development Knowledge Volume 30, Issue 2&quot;, see ED581637.]
Degree and Nondegree Credentials Held by Labor Force Participants. Data Point. NCES 2018-057
Author: Cronen, Stephanie
Date: 2018-03-00
Type: Reports - Research
Subjects: Credentials,Academic Degrees,Labor Force,Occupational Surveys,Employment Qualifications,Statistical Distributions,Educational Attainment

A common approach to describing the credentials required for occupations is to cite whether workers hold an educational degree beyond a high school diploma--that is, whether they hold a postsecondary degree. Using a postsecondary degree as a measure of occupational credentialing, 45 percent of labor force participants (adults who are working or looking for work) had this type of credential in 2016. This Data Point uses data from the Adult Training and Education Survey (ATES), administered as part of the 2016 National Household Education Surveys Program (NHES:2016). ATES:2016 collected information from a nationally representative sample of over 47,000 adults ages 16 to 65 who were not enrolled in high school. ATES focuses on nondegree credentials and training, including certifications, licenses, postsecondary certificates, and work experience programs. Data from the new ATES:2016 allow for a more expansive analysis of credentials; in addition to measuring degrees, the ATES identifies adults who have nondegree credentials--that is, subbaccalaureate educational certificates (hereafter, &quot;certificates&quot;) and the two work credentials of certifications and licenses (e.g., Cisco Certified Network Associate [CCNA], cosmetology license, medical license). When these types of credentials are considered in addition to postsecondary degrees, 58 percent of labor force participants had a credential beyond high school completion in 2016.
The Influence of Health Care Policies on Children&apos;s Health and Development. Social Policy Report. Volume 29, Number 4
Author: Perrin, James M.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Health Services,Child Development,Child Health,Public Policy,Influences,Policy Analysis,Health Insurance,Health Needs,Family Needs,Trend Analysis,Change Strategies,Allied Health Occupations Education,Access to Health Care,Poverty

Rates of health insurance for children have improved significantly over the past few decades, and more children have insurance than ever before in U.S. history. Health care does improve child health and well-being, but growing understanding of social and community influences has led health care practitioners to work toward more comprehensive and community-integrated child health services to improve child and family well-being. High rates of poverty affect children's health--poor children have more acute and chronic illness and higher mortality as well. Children and youth also have more diagnosed mental health conditions than in years past. This paper reviews the current state of health insurance for children and youth and contrasts health services with the needs of children and families. It then describes new models of health care, including ones that actively connect health care with other community services, and suggests promising trends in child health care. Two commentaries are also included: (1) &quot;Poverty and Child Health in the United States: Addressing the Social Determinants of Health in the Medical Home&quot; (Benard P. Dreyer); and (2) &quot;The Opportunity for Health Care Policies to Advance Child Health and Development&quot; (Ajay Chaudry). [For the report brief, see ED581640.]
Children, Youth and Developmental Science in the 2015-2030 Global Sustainable Development Goals. Social Policy Report. Volume 30, Number 3
Author: Raikes, Abbie
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Sustainable Development,International Cooperation,Global Approach,Child Development,Youth Programs,Developmental Stages,Goal Orientation,Social Development,Emotional Development,Sex Fairness,Equal Education,Social Justice,Socioeconomic Influences,Social Differences,Civil Rights,Poverty,Nutrition,Violence,Access to Education,At Risk Persons,Progress Monitoring,Intervention,Program Evaluation

In September 2016, the member states of the United Nations completed the process of adopting and defining indicators for the Sustainable Development Goals (SDGs; United Nations, 2015). Developed through a three-year, worldwide participatory process, these 17 goals and 169 targets represent a global consensus on the part of U.N. member nations towards an inclusive, sustainable world, centered around ensuring equity in all countries at a time of great environmental and humanitarian crises. This Social Policy Report describes the central role of supporting child and youth development in achieving the vision behind the U.N. Sustainable Development Agenda. The report then addresses the importance of developmental science in achieving the aims of the Sustainable Development Agenda through generating knowledge of child and youth development in diverse contexts, monitoring and measurement to reveal patterns of success and inequity, and building capacity for developmental science in all countries. The authors emphasize the goal that most clearly encompasses development from birth to young adulthood (SDG 4) and also describe the relevance of developmental science to the other goals. [For the report brief, see ED581644. Yoshikawa's work on this article was partially supported by a grant from the NYU Abu Dhabi Research Institute to the Global TIES for Children Center at New York University.]
An Evaluation of the Data from the Teacher Compensation Survey: School Year 2007-08 through 2009-10. Research and Development Report. NCES 2018-120
Author: Glander, Mark
Date: 2018-04-00
Type: Reports - Research
Subjects: Compensation (Remuneration),Public School Teachers,Data Collection,Research Problems,Teacher Salaries,Full Time Equivalency,Institutional Characteristics,State Surveys,Longitudinal Studies,Teaching Experience,Educational Attainment,Teacher Background,Elementary Secondary Education

The Teacher Compensation Survey (TCS) was a research and development effort by the National Center for Education Statistics (NCES) to explore the possibility of developing an administrative records survey that would compile compensation and demographic data on all public school teachers in the nation. A pilot survey in 2007 collected data from seven states for school year (SY) 2005-06. The number of participating states increased in subsequent years, and by 2012, data were collected from 24 states for the 2010-11 school year. TCS was discontinued after the 2010-11 collection due to budget constraints. This report summarizes the results of the data collected for the 2007-08, 2008-09 and 2009-10 school years. Limited resources prevented a more timely release of these data. While the data may be old, this report is being issued now because TCS afforded valuable lessons that are applicable to any similar, future collection efforts by NCES or by others seeking to gain a better understanding of issues related to teacher compensation. The purpose of this report is to describe both the potential of the collection and the practical problems encountered in the hopes that this will inform future survey efforts. In addition to any analytical value it may have, the TCS effort provides valuable lessons in collecting teacher compensation data. The analysis in section 3 looks closely at the problems encountered over three years of collecting TCS data and suggests ways these could be addressed.
Supporting Parents: How Six Decades of Parenting Research Can Inform Policy and Best Practice. Social Policy Report. Volume 30, Number 5
Author: Teti, Douglas M.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Public Policy,Best Practices,Child Rearing,Parenting Skills,At Risk Persons,Parent Education,Research,Influences,Health Promotion,Well Being,Family Programs,Models,Context Effect,Competence,Parent Child Relationship,Developmentally Appropriate Practices,Child Development,Emotional Response,Parent Role,Cultural Influences,Socioeconomic Influences,Poverty,Family Work Relationship,Scheduling,Stress Variables,Family Relationship,Employment Level,Child Care,Mental Health

In this paper, we call attention to the need to expand existing efforts and to develop policies, programs, and best practices in the United States designed to support parents at risk and promote parenting competence. Despite the existence of some services offered to parents of children at risk due to developmental delay or at economic risk, the United States lags behind many other industrialized countries in the level and quality of support provided to families and parents. We outline in this paper what 60 years of research has informed us about the elements of competent parenting, distal and proximal factors that place competent parenting at risk, and recommended policies and practices that can either be expanded or developed to identify and support parents at risk and promote parenting competence. [For the report brief, see ED581643.]