ethanporcaro/eric-fulltext-meta huggingface dataset:
Seven Questions Boards Should Ask about Their ESSA State Plans. Policy Update. Vol. 24, No. 2
Author: Amundson, Kris
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: State Boards of Education,Educational Policy,State Policy,Educational Legislation,Federal Legislation,Educational Planning,Federal Aid,Resource Allocation,Program Implementation,Student Educational Objectives,Accountability,Equal Education,Educational Quality,Low Achievement,Stakeholders,Elementary Secondary Education

Returning more responsibility to states for making education policy was the central premise (and promise) of the Every Student Succeeds Act (ESSA). Shortly after the bill passed in December 2015, states set to work on plans for using ESSA to shape policy in their states. Their assumption was that the federal government would provide some regulatory &quot;guardrails&quot; to guide that work. In April and September, states will file comprehensive plans for how they will spend federal funding under the ESSA. Although state education agencies (SEAs) have the primary responsibility for developing and filing the state plan, many state boards of education have statutory authority for carrying out elements of the plan, and most will take a formal vote on their plans before they are sent to the U.S. Department of Education. This NASBE Policy Update lays out seven big questions board members should have answered before they vote.
Self-Directed Learning Readiness among Undergraduate Students at Saudi Electronic University in Saudi Arabia
Author: Alfaifi, Mousa S.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Learning Readiness,Undergraduate Students,Correlation,Gender Differences,Institutional Characteristics,Statistical Analysis,Questionnaires,Student Surveys

This study aimed to determine the level of self-directed learning readiness (SDLR) among undergraduate students at Saudi Electronic University in Saudi Arabia. Also, investigated were potential relationships between the level of self-directed learning readiness and selected demographic variables such as gender and specific college within the university in this specific sample of undergraduate students in Saudi Arabia. This research utilized a quantitative design using descriptive and inferential statistics. Data were collected using the Self-directed Learning Readiness Scale (SDLRS), developed by Guglielmino (1977). Results for question one found that total SDLRS scores among undergraduate students at Saudi Electronic University on Riyadh campus ranged from 132 to 279 with a mean score of 213.60, a standard deviation of 25.26. The results of this study were: undergraduate students at Saudi Electronic University on Riyadh campus have an average level of SDLRS; there is no significant result between the level of SDLRS and the selected demographic variable of gender. Also, there is a statistically significant difference in the mean SDLRS regarding the independent variable of college. The result of Tukey post-hoc test indicated the existence of significant differences at the 0.05 level between the students in the Administration and Finance College who scored higher than students in the Sciences and Theoretical Studies College. Also, there was a significant difference between the students in the Computation and Information College who also scored higher than the students in the Sciences and Theoretical Studies College. [For the full proceedings, see ED581791.]
The Key-Role of Teachers within the Italian School-Work Alternation Programs
Author: Tino, Concetta
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Role,Secondary School Students,Job Skills,Employment Qualifications,Secondary School Teachers,Vocational Education,Partnerships in Education,Qualitative Research,Semi Structured Interviews,School Business Relationship,Experiential Learning

The EU through the flagship initiative &quot;Youth on the move&quot; promoted by Europe 2020 Strategy (European Commission2010), invites State Members to improve educational outcomes, at every level of education using an integrated approach, as a way to connect formal and informal learning, theory and practice, because only within the experience, can a theory find its vital and verifiable meaning (Dewey, 1916). The aim is not only to offer students opportunities to develop key competences, but also to reduce drop out. The Italian practice of School-Work Alternation (SWA) in secondary schools is a response to the European recommendation and part of Work-Related programs, whose aim is to integrate formal and informal approaches in order to develop students' soft skills, professional competences, and to allow them to live vocational guidance. This contribution presents the key-role of teachers as being responsible for the realization of SWA programs. The paper is part of a wider research effort and discusses the results of 14 interviews aimed at 7 teacher-tutors and 7 teacher-coordinators, in 7 different secondary school, (VET and general education), located in five Northern Italian regions. [For the full proceedings, see ED581791.]
The Power of Relationship Building in International Short-Term Field Study Experiences at the Graduate Level
Author: Davis, Brittany
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Graduate Students,Experiential Learning,Interpersonal Relationship,Foreign Countries,Cultural Awareness,Study Abroad,Foreign Students,Adult Learning,Electronic Publishing,Diaries,Content Analysis

This paper derives from a case study of a 10-day cross-cultural field study experience held in Italy in which graduate students from master and doctoral levels in adult education participated. During group reflections, several students who participated in the course expressed the value of learning through personal connections made with students as well as the instructor. This relationship aspect of the short-term cross-cultural learning experience has only been briefly discussed in the literature. The research was framed by situated learning, and communities of practice (Lave &amp; Wenger, 1991), with an emphasis on the relationships built in learning practice abroad. Student blogs were analyzed to provide evidence of the benefits of interpersonal relationships to deepen learning in adult study abroad. This research offers insights into the nature of relational learning during field study experiences, learning outcomes that resulted from these relationships, and ways to offer similar learning opportunities during international field study experiences in graduate education programs. [For the full proceedings, see ED581791.]
Advancing the Early Learning Workforce through State Policies. Policy Update. Vol. 23, No. 25
Author: Hao, Winona
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Teachers,Teacher Competencies,Early Childhood Education,Teacher Qualifications,State Policy,Teacher Certification,State Boards of Education,Faculty Development,Teacher Salaries

Although children's earliest years are widely acknowledged as critical for achievement in school and in life, the bar for joining the US preschool workforce is low. One-third of preschool teachers in childcare centers or public school programs hold bachelor's degrees, and most preschoolers are likely to end up with a teacher who is not trained in early learning. This National Association of State Boards of Education (NASBE) policy update examines this skills gap and outlines ways state boards can strengthen policies to advance the early education workforce and ensure a high-quality education for preschool learners. [The support of the Foundation for Childhood Development made this report possible.]
Mental Health in Education. Policy Update. Vol. 24, No. 8
Author: Hofer, Lindsey
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Mental Health,Mental Health Programs,Psychiatric Services,Educational Policy,Educational Legislation,Federal Legislation,Academic Achievement,Partnerships in Education,Grants

Positive school climate has been linked to higher test scores, graduation rates, and fewer disciplinary referrals. Yet state policy discussions on student supports often fail to address a key lever for improving school climate: robust school-based mental health services. This National Association of State Boards of Education (NASBE) policy update outlines challenges to delivering such services and ways states can leverage key provisions in the Every Student Succeeds Act (ESSA) to improve students' chances for academic success by providing mental health services.
ESSA Stakeholder Engagement: Early Challenges and Promising Practices. Policy Update. Vol. 24, No. 1
Author: Man, Rachel
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Disabilities,Cooperative Planning,Stakeholders,Barriers,Web Sites,State Departments of Education,Interviews,Statewide Planning

The Every Student Succeeds Act (ESSA) requires state education agencies (SEAs) to collaborate with school districts, civil rights organizations, principals, teachers, &quot;other school leaders,&quot; parents, and &quot;stakeholders representing the interests of children with disabilities, English language learners, and other vulnerable children&quot; as they create state education plans. Although each state faces unique challenges, all face five common challenges in engaging this extensive list of stakeholders: identifying diverse stakeholders and casting a wider net, overcoming time and resource constraints, communicating effectively with stakeholders, maximizing the impact of meetings, and organizing and incorporating feedback into the state plan. The authors set forward to study promising practices in stakeholder engagement. They wanted to determine what challenges states were facing and how states were addressing those challenges. They began the project by analyzing 51 SEA websites for evidence of engagement with stakeholder groups. They follow up with interviews with representatives from 15 SEAs in order to hear their perspectives on the challenges and learn from the states' early successes.
District and School Profiles 2014-2015
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-08-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Elementary Schools,Middle Schools,High Schools,Charter Schools,Institutional Characteristics,Student Characteristics,Teacher Characteristics,Educational Finance,Enrollment,Tests,Scores,Taxes,Demography,Urban Schools,Income,Administrator Effectiveness,Teaching Methods,Standards,Accountability,Administrators,Teachers,Gender Differences,Racial Differences,Ethnicity,Special Needs Students,Low Income Groups,Limited English Speaking,At Risk Students,Immigrants,High School Graduates,Graduation Rate,Attendance Patterns,Standardized Tests,Dropout Rate

The Houston Independent School District's (HISD) goal is to produce capable, confident young adults who are poised to excel in whatever they do. Whether they emerge from high school with dreams of pursuing higher education or choose to enter the workforce immediately, HISD wants its graduates to be ready to succeed. One way they assess their progress each year in meeting that goal is by analyzing the data contained in this book. After all, the first step in determining where you want to be is figuring out where you are. The content of the District and School Profiles is organized into four sections: the Overview, School Profiles, Glossary, and School Profiles Index. The Overview contains student and staff demographic data for the district, as well as descriptions of the initiatives, management divisions and finances, district maps, and numerous charts depicting enrollment, test scores, and tax rates. The School Profiles pages present demographic and performance data for the last five years. The Glossary provides definitions of the data sources, program descriptions, student and teacher profile descriptors, academic performance measures, and other terms used throughout the volume. The School Profiles Index provides the page numbers of each school in the volume. Like many large urban school districts, HISD continues to face many challenges, but it also has many successes to celebrate. For instance, the Class of 2015 received nearly $265 million in scholarship and financial aid offers. That's up from a record-setting $255 million in 2014 and $186 million in 2013. And, thanks to programs like the Effective Teachers Initiative, they are attracting--and keeping--more highly effective teachers on staff, which in turn improves the caliber of instruction their students receive. They are also offering students more options to prepare for life after graduation. Early college high schools let young people earn associate's degrees alongside their diplomas, Futures Academies allow students to earn valuable industry certifications before graduating, and Linked Learning pathways connect classroom work with careers more clearly than ever before. HISD will continue to innovate and evolve in their quest to make sure all of their students receive the high-quality education necessary for success in today's world.
Employment and Enrollment Status of Baccalaureate Degree Recipients 1 Year after Graduation: 1994, 2001, and 2009. Web Tables. NCES 2017-407
Author: Staklis, Sandra
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: College Graduates,Bachelors Degrees,Employment,Enrollment,Graduate Surveys,Followup Studies,Longitudinal Studies,Majors (Students),Part Time Employment,Unemployment,Multiple Employment,Race,Sex,Ethnicity,Educational Attainment,Parent Background,Age,Marital Status,STEM Education,Student Financial Aid,Federal Aid,Grants,Time to Degree,Public Colleges,Private Colleges,Proprietary Schools,Occupations,Education Work Relationship,Salaries,Fringe Benefits,Part Time Students,Intellectual Disciplines,Tables (Data)

These Web Tables present information on the employment and enrollment status of first-time bachelor's degree recipients one year after graduation. The analysis uses data collected in the first follow-up surveys of three administrations of the Baccalaureate and Beyond Longitudinal Study (B&amp;B). The first follow-up studies, conducted in 1994, 2001, and 2009, respectively, collected data on graduates' undergraduate education experiences and their early postbaccalaureate employment and enrollment. Tables 1 through 3 present bachelor's degree recipients' demographic and undergraduate enrollment characteristics and their employment and enrollment status 1 year after graduation. Tables 4 through 10 display the employment status of graduates who were employed 1 year after graduation, by sex; race/ethnicity; parent education; age at bachelor's degree receipt; marital status; bachelor's degree science, technology, engineering, and math (STEM) major status; bachelor's degree institution level and control; occupation; whether their job was related to their bachelor's degree major; whether they considered their job to be the start of a career; and job salary and benefits. This information is presented separately for graduates who worked full time, part time, or in multiple jobs and, when relevant, whether they were unemployed or out of the labor market. Tables 11 through 18 show the enrollment intensity of graduates who were enrolled in a postbaccalaureate degree program 1 year after graduation--by sex, race/ethnicity, parent education, age at bachelor's degree receipt, marital status, bachelor's degree STEM major status, bachelor's degree institution level and control, employment status, whether they received a Pell Grant as an undergraduate, and postbaccalaureate degree program and field of study--distinguishing among graduates who were enrolled full time or part time.
Preparation and Support for Teachers in Public Schools: Reflections on the First Year of Teaching. Stats in Brief. NCES 2018-143
Author: Bowsher, Amanda
Date: 2018-04-00
Type: Reports - Research
Subjects: Beginning Teachers,Public School Teachers,Elementary Secondary Education,National Surveys,Questionnaires,Charter Schools,Urban Schools,Rural Schools,Suburban Schools,School Size,Poverty,Geographic Regions,Classroom Techniques,Teaching Methods,Computer Uses in Education,Student Evaluation,Individualized Instruction,Data,Decision Making,State Standards,Academic Standards,Beginning Teacher Induction,Readiness,Discipline

This Statistics in Brief adds to existing research on early-career teachers by presenting findings on their preparation and supports from data from the 2011-12 Schools and Staffing Survey (SASS). This brief, like past research, investigates several specific areas of preparation and types of support. For the purposes of this brief, early-career teachers are identified as those teachers who began teaching at any point between the 2007-08 and 2011-12 school years and who completed the first-year preparation and support questions on the 2011-12 SASS Public School Teacher Questionnaire. This Statistics in Brief uses data from the National Center for Education Statistics (NCES) 2011-12 SASS Public School Teacher Questionnaire to investigate the preparation and support provided to teachers during their first year of teaching. Differences discussed in this brief are statistically significant at the p &lt; 0.05 level to ensure that they are larger than might be expected due to sampling variation. No adjustments were made for multiple comparisons.
Campus Intolerance, Then &amp; Now: The Influence of Marcusian Ideology. Perspectives on Higher Education
Author: Lewy, Guenter
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Higher Education,Ideology,Educational Philosophy,Freedom of Speech,Campuses,Intellectual History,Activism,Administrator Role,Teacher Role,Educational Principles,Court Litigation,Constitutional Law,Religion

Freedom of expression is imperiled on today's college campuses. Citizens and educators alike are concerned about the number of shout-downs and disinvitations and their silencing effect on intellectual diversity. The use of speech codes, &quot;safe spaces,&quot; new rules demanding &quot;trigger warnings,&quot; and condemning &quot;micro-aggressions&quot; raises the specter of some new and unforeseen force in our history, where mere ideas are considered offensive and dangerous. In a fresh, analytically rich essay, &quot;Campus Intolerance, Then &amp; Now: The Influence of Marcusian Ideology,&quot; scholar Guenter Lewy examines the ways in which history is repeating itself and helps readers understand the philosophical underpinnings of today's campus difficulties. He explores in detail how &quot;[w]hen today's students identify speech as violence and feel they can meet it with coercion, they are echoing Herbert Marcuse.&quot; The essay brings to light the effects of a philosophical ideology and, in so doing, empowers campus communities to address problems in more effective ways.
Bold Leadership, Real Reform 2.0: Improving Efficiency, Cutting Costs, and Expanding College Opportunity
Author: American Council of Trustees and Alumni (ACTA), Institute for Effective Governance
Date: 2017-04-00
Type: Guides - General
Subjects: Efficiency,Costs,Educational Opportunities,Higher Education,Trustees,Change Strategies,Educational Innovation,Accountability,Budgets,Enrollment Management,Educational Quality,Case Studies,Integrity,Finance Reform,College Administration

Trustees face complex choices related to costs and efficiency as they navigate new accountability policies, financial headwinds, and a changing global marketplace for college education. The latest release in a series of trustee guides from the American Council of Trustees and Alumni's Institute for Effective Governance, &quot;Bold Leadership, Real Reform 2.0: Improving Efficiency, Cutting Costs, and Expanding College Opportunity&quot; identifies innovative approaches college and university trustees can adopt to contain costs and improve institutional performance. In this volume, trustees will find a playbook and blueprints for reform, as well as examples of how boards have encouraged the adoption of innovative practices including online consortia, curricular consolidation, and institutional analytics.
Campus Free Speech, Academic Freedom, and the Problem of the BDS Movement. Perspectives on Higher Education
Author: American Council of Trustees and Alumni (ACTA), Institute for Effective Governance
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: College Students,Freedom of Speech,Academic Freedom,Activism,Politics of Education,Political Attitudes,Educational Environment,Jews,Social Discrimination,Governing Boards,Professional Associations,Violence,Integrity,Legal Problems,Federal Legislation,Civil Rights Legislation,Trustees,School Policy,School Responsibility

Polarizing political beliefs are nothing new on campus, but the tactics employed by supporters of the Boycott, Divestment, Sanctions (BDS) movement create new cause for concern, from the politicization of curricula and academic associations to efforts to silence Israeli speakers to overtly anti-Semitic behavior on campus. In a new essay, the American Council of Trustees and Alumni renews its call for the protection of campus free speech and free expression by warning trustees and higher education leaders about the threat to academic freedom from the BDS movement. The report outlines ways to safeguard academic freedom and institutional neutrality and create a campus climate where a wide range of social and political thought is represented in important debates.
What Will They Learn? 2016-17. A Survey of Core Requirements at Our Nation&apos;s Colleges and Universities
Author: Bledsoe, Eric
Date: 2016-00-00
Type: Books
Subjects: Higher Education,Liberal Arts,Educational Quality,General Education,Core Curriculum,Public Colleges,Private Colleges,Black Colleges,Required Courses,Writing (Composition),Literature,Second Language Instruction,Government (Administrative Body),History Instruction,Economics Education,Mathematics Instruction,Science Instruction,College Credits,Grading,Reputation,Costs,Catalogs,Tuition,Fees,Graduation Rate,Degree Requirements

In the fiercely competitive, global job market, solid preparation in core skills matters a lot. Will college graduates write with the clarity, grace, and accuracy that employers (and everyone else) expect? Will they have the basic mathematical and scientific skills--regardless of their majors--that equip them to navigate an increasingly technological age? Will they be prepared for active citizenship with a college-level understanding of America's history and institutions of government? The American Council of Trustees and Alumni (ACTA) has prepared this book to answer these questions. This book provides ratings for over 1,100 colleges and universities graded on whether each requires the courses that provide preparation in the essential areas of the liberal arts and provides notes explaining the grades assigned and noteworthy programs within schools. The results are troubling: Too many colleges and universities allow students to spend time and money on a diffuse array of courses. This book provides not only information about general education but much more: tuition and fees, as well as the percentage of students who graduate in four years. [For the 2015 report, see ED563821.]