ethanporcaro/eric-fulltext-meta huggingface dataset:
Mapping the Landscape of Higher Education in New York State Prisons
Author: Jacobs, Ann
Date: 2019-02-00
Type: Reports - Research
Subjects: Correctional Education,Higher Education,Correctional Institutions,Institutionalized Persons,Access to Education,Agency Cooperation,Correctional Rehabilitation,Partnerships in Education,College Faculty,Professional Personnel,Attitudes,College Students,Recidivism,Prevention,Democratic Values

New York State has long been a leader in education, both higher education and general education in prison, dating back to the 1800s. Following reforms implemented during the administration of Governor Franklin Roosevelt, New York State was later recognized as having the best prison education system in the country (Gehring 1997). At the heyday of higher education in prison, when incarcerated people were eligible for federal Pell and New York State Tuition Assistance Program (TAP) grants, there were 70 higher education programs in New York State prisons. The loss of financial aid eligibility for those programs created significant hurdles to college-in-prison programs, consequences of which still exist today. However, the creativity and ingenuity of college faculty and administrators, the commitment of New York State Department of Corrections and Community Supervision (DOCCS) officials and staff, support from private foundations, and the persistence and leadership by incarcerated people kept alive the vision of college programs in prison. There are now 15 college programs involving over 30 institutions of higher education operating in 25 DOCCS facilities. This report is intended to help state and local policymakers, institutions of higher education, DOCCS, advocates, and the general public understand the landscape of college education programs in prison, appreciate their value, and strategize about how to build on current success. The report describes the two systems -- higher education and corrections -- that are seemingly distinct, yet come together to provide access to college education for incarcerated people. The authors look at the challenges in meshing these two systems, how both corrections and college staff work to overcome problems, and what might be the next steps to build on the strong foundation of higher education in prison.
Ohioans Need More Protection from Student-Debt Trap. Higher Education
Author: Jackson, Victoria
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Debt (Financial),Student Financial Aid,Loan Repayment,Loan Default,College Graduates,Paying for College,Educational Finance,Racial Differences,Ethnicity,Gender Differences,Social Class,Socioeconomic Status,Federal Regulation,State Regulation

For many in the United States, debt is the price of upward mobility. An increasing number of jobs require some college, and wages are higher for people with college degrees. As states cut funding for higher education, colleges have passed the costs on to students. Nationally, 44.2 million people -- one sixth of the population -- hold a total of $1.3 trillion in student loan debt. In Ohio, over 687,000 people hold $19 billion in outstanding student debt, which does not even include people with only private loans. People with student debt are struggling to pay back their loans. In Ohio, average student debt for the class of 2014 was $29,353. Of Ohioans with student debt in 2014, an estimated 42.2 percent were considered &quot;distressed,&quot; meaning they can't fully repay their loans due to financial difficulties or problematic loan terms. In 2014, nearly 27 percent of borrowers were in serious delinquency, late on payments, and 15.7 percent were in default, when borrowers are delinquent for longer than 270 days for federal loans. This report describes the breadth and depth of the student debt trap in Ohio and tell a few of the stories of the people caught in it. [This work was made possible in part by the Ohio Student Association.]
Developing Ethereum Blockchain-Based Document Verification Smart Contract for Moodle Learning Management System
Author: Karatas, Erinç
Date: 2018-10-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Educational Technology,Technology Uses in Education,Foreign Countries,Higher Education,Certification,Educational Certificates,Access to Information,Distance Education

In the traditional educational understanding, individuals follow the path of getting graduate or post-graduate education if they wish, after continuing their education from kindergarten to high school. Today, by getting out of this stereotype, every literate person can choose different learning environments. Now, learning any subject is up to the tip of the fingers of an individual without depending on a school building with four walls or on certain time frame. In this study, it is aimed to verify digital certificates given to the participants at the Turkish stage of the International Informatics and Computational Thinking event by using Ethereum Block Chain based smart contract. The tasks in the event were transmitted to the students in Turkey via using exam module of the Moodle Learning Management System. For this study, first a smart contract was developed in which the certificate information could be stored on the Ethereum blockchain and could be check for control purposes if necessary. Then the certificate module developed by the researcher in 2014 which uses block structure in the Moodle Learning Management System was updated and then provided to work in accordance with the smart contract in the Ethereum blockchain.
Becoming Successful K to 12 Implementers: Operational Preparedness of Senior High Schools in Hagonoy, Bulacan, Philippines
Author: Perez, Renante B.
Date: 2018-11-00
Type: Reports - Research
Subjects: Foreign Countries,High Schools,Public Schools,High School Students,High School Teachers,Administrators,Parents,Attitudes,Instructional Materials,Educational Environment,Educational Facilities,Educational Resources,Educational Quality,Secondary School Curriculum,Barriers,Educational Administration,Program Implementation

The purpose of the study is to evaluate the operational preparedness of senior high schools in Hagonoy, Bulacan. Hence, the study utilized the descriptive-evaluative method of research. School administrators, teachers, parents and students in the four public senior high schools in the municipality served as the respondents of the study. Accordingly, they responded to a set of adopted questionnaires based on DepEd Order no. 51, s. 2015 which details the guidelines in the implementation of the Senior High School (SHS) program. Findings showed that the senior high schools had &quot;high&quot; operational preparedness to implement the SHS program. However, further analysis also showed that the lack of learning materials and inadequacy of space for classrooms are the most common problems of school administrators in their implementation of the program. Therefore, the Department of Education (DepEd) must focus on providing these resources to schools to enhance the operational preparedness of the SHS program. In addition, the researcher strongly recommends the conduct of parallel studies to test the reliability of its results.
Superintendents Speak: Implementing the Local Control Funding Formula (LCFF)
Author: Marsh, Julie A.
Date: 2018-06-27
Type: Reports - Research
Subjects: Superintendents,Administrator Attitudes,Funding Formulas,Resource Allocation,Educational Equity (Finance),Local Government,School Districts,Educational Finance,Board of Education Role,English Language Learners,Foster Care,At Risk Students,Homeless People,Migrants,Governance,Elementary Secondary Education,Alignment (Education),Parent Participation,Community Involvement,Financial Support,Educational Innovation,State Standards

Adopted in 2013, the Local Control Funding Formula (LCFF) provides all districts with base funding plus supplemental and concentration grants for low-income students, English learners, and foster youth. The law eliminated most categorical programs, giving local school systems resource allocation authority and requiring Local Control and Accountability Plans (LCAPs) be developed with input from parents, community members, students, and educators. The policy intends to promote more equitable and coherent resource allocation decisions and to lead to improved and more equitable student outcomes. This report, the next in a series by the Local Control Funding Formula Research Collaborative (LCFFRC), presents survey responses from a statewide representative sample of California superintendents. The survey complements the LCFFRC's four years of in-depth case study work examining the implementation of the LCFF and provides a broad picture of superintendents' views of and experiences with the law. As with previous LCFF research, this survey is designed to help policymakers and others better understand ways in which the LCFF is affecting resource allocation and governance in California's K-12 education system. Results also indicate areas in which changes may be needed. [Partial funding from the California Consortium for Educational Excellence (CCEE). To view the companion piece, &quot;Principals' Perceptions: Implementing the Local Control Funding Formula,&quot; see ED594775.]
Principals&apos; Perceptions: Implementing the Local Control Funding Formula
Author: Koppich, Julia E.
Date: 2019-01-00
Type: Reports - Research
Subjects: Principals,Administrator Attitudes,Funding Formulas,Resource Allocation,Educational Equity (Finance),Local Government,School Districts,Educational Finance,Board of Education Role,Low Income Students,English Language Learners,Foster Care,At Risk Students,State Legislation,Program Effectiveness,Elementary Secondary Education,Alignment (Education),Parent Participation,Community Involvement,Financial Support,Superintendents

In fall 2018, the Local Control Funding Formula Research Collaborative (LCFFRC) conducted surveys of stratified random samples of California superintendents and principals. Superintendent results were published in June 2018 in &quot;Superintendents Speak: Implementing the Local Control Funding Formula.&quot; This report, &quot;Principals' Perceptions: Implementing the Local Control Funding Formula,&quot; is the companion account of principal survey results. Highlights of this survey include: (1) A strong majority of principals (86%) agree the LCFF is leading to greater alignment among school goals, strategies, and resource allocation decisions; (2) A substantial majority of principals (72%) report the LCFF has increased their school budget flexibility; (3) A strong majority of principals (82%) agree the LCFF has enabled their school to improve services for low-income students, English learners, and foster youth; (4) Principals report their school has received guidance from their district on strategies to support student success, including ensuring students have access to fully credentialed teachers (82%), implementing state standards (75%), and improving school climate and safety (72%); (5) A substantial majority of principals (77%) report they have received guidance from their district to support two of the three LCFF target groups--low-income students and English learners--but guidance on supporting foster youth has lagged; and (6) Three-quarters of principals (75%) agree the LCFF is leading to improvement in student academic outcomes at their school. [This report was written with the assistance of Ashley Campbell, Kyra Capary, and Laura Tobben. For the companion report, &quot;Superintendents Speak: Implementing the Local Control Funding Formula,&quot; see ED594774.]
The Mediated Learning Experience (MLE) Theory in Meaningful Language Instruction
Author: Mutlu, Ahsen
Date: 2019-04-00
Type: Journal Articles
Subjects: Learning Theories,Learning Experience,Second Language Learning,Second Language Instruction,Foreign Countries,Thinking Skills,Disadvantaged,Language Teachers,Secondary School Students,Rural Areas,Teaching Methods,Skill Development,Teacher Student Relationship,Vignettes,Critical Thinking,English (Second Language),Student Attitudes,Enrichment

According to Feuerstein Method, people can improve their learning, thinking and analyzing skills. In addition, meaningful instruction for all children is the mediated relationship. It is a fact that everyone has the immeasurable ability to enhance their learning aptitude and heighten their intelligence. In this context, thinking, analyzing and thinking works together for a full learning experience. This study aims to investigate the importance and productive influence of the Mediated Learning Experience (MLE) theory within the context of meaningful foreign language instruction. Fundamentally, the study discusses in what manner the enriched learning environment suggested in MLE affects both disadvantaged learners and the language instructor. The study group comprises of the participants selected randomly among the students ranging from 2nd to 8th grades at a secondary school located in a village, Akören, in Konya, Turkey. The data is obtained with the help of the observation forms and semi-structured interview forms developed for this purpose. The findings indicate that MLE has significant impact on and contributions to the meaningful foreign language learning supporting thinking and analyzing skills.
Biology Subjects Which the Teacher Candidates Have Difficulties in Learning and Leading Reasons
Author: Dogru, M. Said
Date: 2018-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Barriers,Scientific Concepts,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Teaching Methods,Memorization,Misconceptions,Knowledge Level,Foreign Countries

The objective of this study is to make a research on the challenges faced in learning the concepts of biology and the reasons for not learning them based on the opinions of teacher candidates. The study group comprises of teacher candidates studying in a state university in Turkey. The challenges faced by teacher candidates in understanding are gathered under three groups (I can't understand, I have difficulty in understanding, I understand) with the help of statistics program, after being compiled with a questionnaire form. After the respective analyses, it was understood that the reasons that make it challenging for biology subjects to be learned are as follows: not correlating the studied concepts with other concepts; learning by memorizing; not commenting on the result; not attributing the correct meaning to the concepts; not using tangible data on learning the concepts; misunderstanding of concepts due to lack of knowledge; not using the technology on a satisfactory level within the scope of the learning methods. Additionally, the biology subjects, which teacher candidates have difficulty in understanding, can be found on the findings section.
Mathematical Modeling: An Important Tool for Mathematics Teaching
Author: Bora, Ashim
Date: 2019-05-00
Type: Journal Articles
Subjects: Mathematical Models,Mathematics Instruction,Mathematics Activities,Teaching Methods,Mathematical Concepts,Problem Solving,Mathematics Teachers

The motivation behind this examination is to present the theoretical structure of Modeling Activities, which is believed to be a vital device for mathematics instruction. Modeling activities are defined as activities to figure out complex problems faced in real life situations that require the creation of a mathematical model as a product. In order to introduce the modeling activities within the scope of the study, the process of the developments of these activities is given in historical sequences and how they are defined by different educationists in the literature. Different steps of mathematical model formation, principles of mathematical model are illustrated. The importance of modeling activities in mathematics teaching, its different components and how they should be applied in courses are also included.
Issue Brief: Academic Tutoring in High Schools
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2017-04-00
Type: Reports - Research
Subjects: Tutoring,High School Students,Supplementary Education,At Risk Students,Dropout Prevention,Incidence,School Size,Poverty,Rural Schools,Suburban Schools,Urban Schools,Graduation Rate,Identification,Blended Learning,Electronic Learning,Tutors,Individual Instruction,Financial Support

In 2014-15, the high school graduation rate reached a record high of 83 percent (U.S. Department of Education 2016). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. &quot;At-risk&quot; students are defined as those failing to achieve basic proficiency in key subjects or exhibiting behaviors that can lead to failure and/or dropping out of school. The U.S. Department of Education (Department) sponsored the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. This brief on academic tutoring is the sixth in a series of briefs being released this year with key findings about these high school improvement strategies. It describes the prevalence of academic tutoring as a high school dropout prevention strategy. The analysis included an examination of four school characteristics: (1) size; (2) poverty; (3) locale; and (4) graduation rate.
Issue Brief: Career-Themed Curriculum
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2017-01-00
Type: Reports - Research
Subjects: Graduation Rate,At Risk Students,Dropouts,Dropout Prevention,Public Schools,High Schools,Educational Improvement,Career Development,Vocational Education,Career Academies,Counseling,Dual Enrollment,School Size,Poverty,Geographic Location,Incidence,Student Participation,Program Implementation

In 2014-15, the high school graduation rate reached a record high of 83 percent (U.S. Department of Education 2016). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. &quot;At-risk&quot; students are defined as those failing to achieve basic proficiency in key subjects or exhibiting behaviors that can lead to failure and/or dropping out of school. Dropout prevention strategies are diverse; they vary in type of program, services offered, frequency, intensity, and duration of contact with target students. The U.S. Department of Education (Department) sponsored the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools that focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials.
Teachers&apos; Classroom Practice to Develop Student&apos;s English Writing Skills at Primary Level of Bangladesh
Author: Rahman, Md. Mehadi
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Skills,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Writing Instruction,Elementary School Students,Elementary School Teachers,Rote Learning,Indo European Languages,Language of Instruction,Class Size,Faculty Workload,Instructional Materials,Barriers

The present qualitative study investigates teachers' classroom practice to develop primary level students English writing skills in Bangladesh, India. Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching learning practice. The study used a lesson observation protocol and interview protocols as an instrument of data collection. Qualitative data were analyzed thematically. Teachers used traditional teaching-learning methods emphasizing students' rote learning and used Bangla as a medium of instruction. The study also found teachers' challenges like large class size, extra workload, lack of teaching aids etc. in developing students writing skill at the elementary level. The study explored that teachers' current practice in Bangladesh does not help students to develop their writing skill at all.
The Examination of Public Education Center Trainers&apos; Attitudes towards Social Media and Their Self-Efficacy in Social Networks for Instructional Purposes
Author: Erdogmus, Cavit
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Trainers,Teacher Attitudes,Social Media,Self Efficacy,Social Networks,Technology Uses in Education,Gender Differences,Educational Attainment,Teacher Background,Marital Status,Training,Access to Information,Information Dissemination

The aim of this research is to examine the attitudes of public education center trainers to social media in terms of demographic (age, gender, education, etc.) characteristic and their self-efficacy in social networks for instructional purposes. In this study, quantitative and qualitative data were collected by using mixed method study. The study group was consisted of volunteer educators working in Suluova Public Education Center in Turkey. Results of this study showed that teachers' attitudes towards social media and their self-efficacy perceptions towards the instructional use of social media were higher. With respect to demographic characteristics, their attitudes towards social media showed differentiation in terms of gender and education, and no differentiation was observed in terms of other characteristics. There was a significant difference in the educational status and marital status characteristics of the trainers' self-efficacy for educational uses of social networks. There was a positive correlation between the attitudes of the instructors towards social media and their self-efficacy for educational uses of social networks. Perceptions of the instructors regarding social media were mostly positive. Participants stated that they used social media for communication, professional and personal development as well as follow-up, liking, sharing feelings and thoughts, personal presentation and training purposes.