ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Challenge, Flexibility, and Recognition: Its Correlation with Entrepreneurial Self-Efficacy and Intention among Business-Management Students
Author: Djatmika, Ery Tri
Date: 2023-11-00
Type: Speeches/Meeting Papers
Subjects: College Students,Business Administration Education,Student Motivation,Self Efficacy,Entrepreneurship,Intention,Foreign Countries

This research article examines self-challenge, self-flexibility, and self-recognition as the first set of variables, and its relationship with entrepreneurial self-efficacy and entrepreneurial intention as the second set of variables. This research was conducted on business-management students at the Faculty of Economics and Business, State University of Malang. The subjects in the study had taken entrepreneurship courses and entrepreneurship programs held on campus. There were 113 students who participated voluntarily as research respondents. Data were collected using the Google form and analyzed with canonical correlation to examine the relationship between the two sets of variables. The research results reveal that there is a relationship between the two sets of variables, and there is a congruence in direction between the two sets of variables. [This paper was published in: &quot;Proceedings of the BISTIC Business Innovation Sustainability and Technology International Conference (BISTIC 2023),&quot; edited by I. Zutiasari and D. T. Kurniawan, 2023, pp. 123-31.]
How States Protect Funding for K-12 Public Schools. State Profiles Index
Author: Lueken, Martin F.
Date: 2023-00-00
Type: Reports - Research
Subjects: Educational Finance,State Policy,Educational Policy,Elementary Secondary Education,Public Education,Policy Analysis,Funding Formulas,Enrollment,State Legislation,Educational Legislation,Charter Schools

As current trends across the country indicate widespread declining student enrollment and attendance, EdChoice is interested in conducting an evaluation of state-level school funding and enrollment policies that protect public schools against reduced funding due to declining enrollment. To support this effort, EdChoice enlisted Hanover to conduct a preliminary policy scan to explore current funding practices at each state-level department of education across the United States. This report summarizes publicly available information for each of the 50 states regarding the role of enrollment in state funding formulas and state-level policies that may reduce the impact of declining enrollment on education funding. Using publicly available sources related to state-level departments of education and government entities, Hanover sought to address the following research questions for each state: (1) What is the current structure or formula used for school-level funding? (2) What type of enrollment count and count date does the formula use for funding purposes? (3) What mechanisms in the formula are relevant to enrollment or enrollment projections? (4) What specific state-level funding and/or hold harmless policies exist to protect school-level funding against declining enrollment? (5) Which statutes and legislation define these enrollment protection policies? (6) How have these policies changed over time? and (7) Do any of these protections extend to public charter schools? Hanover reviewed secondary sources for each state to identify relevant policies for this analysis, prioritizing state legislation and sources from the state-level department of education. It used information from other secondary sources as necessary. This report contains two sections: (1) Overview of State Policies--summarizes state funding formulas and relevant enrollment protections for each of the 50 states; and (2) State Profiles--provides a detailed profile for each state, with an overview of its funding formula and a detailed summary of any funding protections that provide protection against funding reductions due to declining enrollment.
Baccalaureate Graduates Infographic Report: 2022 BC Student Outcomes Survey of Baccalaureate Graduates
Author: BC Student Outcomes (Canada)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Outcomes of Education,College Graduates,Attitudes,Bachelors Degrees,Foreign Countries

Every year, the BC Student Outcomes Program collects feedback from former students who took post-secondary programs at a participating B.C. post-secondary institution. Student feedback is essential to maintain quality and relevance in the education system. Baccalaureate graduates are surveyed two years after graduating. The survey collects outcomes and evaluative information, which is used to improve the quality of training, meet accountability requirements, help with policy development, and inform prospective students. This report presents results for the 2022 BC Student Outcomes Survey of Baccalaureate Graduates (BGS) of 2020 Baccalaureate graduates. Twenty-two public post-secondary institutions in British Columbia participated--eleven universities, eight colleges, and three institutes. Eighty-seven percent of respondents were from universities, while eight percent were from institutes and five percent were from colleges. In total, 24,752 Baccalaureate graduates were eligible for the survey. Of these, 9,423 completed the survey for an overall response rate of 38%. [Outcomes surveys are conducted with funding from the Ministry of Post-Secondary Education and Future Skills, SkilledTradesBC (formerly the Industry Training Authority), and British Columbia's public post-secondary institutions.]
Surfing the Pipeline: Understanding Pathways into Teaching in Alternative Models of Schooling
Author: McShane, Michael Q.
Date: 2023-10-00
Type: Reports - Evaluative
Subjects: Preservice Teacher Education,Models,Nontraditional Education,Career Pathways

Teacher preparation programs are geared toward preparing educators for traditional school models, which is reasonable, given that traditional models make up the lion's share of schools, but this means that the pool of talent available to alternative models might be small or nonexistent. If nontraditional schools have to essentially create their own teacher pathways, or invest heavily in professional development and retraining, that puts them at continued disadvantage to existing schools. To support the growth of alternative school models, pipelines need to be developed to create and support new teachers. This report aims to accurately diagnose the problem, using both polling data and an examination of educator preparation programs to show just how few educators are prepared for alternative models of schooling. This report highlights programs and courses preparing teachers for nontraditional school models. The report closes with some thoughts about what this all means, and what needs to be done.
Florida Career and Professional Education Act. Technical Assistance Paper. Updated
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2023-09-00
Type: Reports - Descriptive
Subjects: State Legislation,Vocational Education,Educational Legislation,Certification,Educational Finance,Middle Schools,High Schools,Data Collection,Testing,Reports

The purpose of this technical assistance paper is to assist education leaders and administrators in the consistent implementation of the Florida Career and Professional Education (CAPE) Act in Section 1003.491, Florida Statutes (F.S.). This technical assistance paper addresses questions on recent legislation, funding, and data reporting. [For the previous report, see ED616038.]
Does School Choice Affect Private School Tuition? Backgrounder. No. 3785
Author: Bedrick, Jason
Date: 2023-08-29
Type: Reports - Descriptive
Subjects: Private Schools,Tuition,School Choice,Educational Policy,Trend Analysis,Policy Analysis,State Policy,Student Financial Aid,Costs,Elementary Schools,High Schools

In the past three years, more than 20 states have enacted new education choice policies or expanded existing ones. Several more states are considering adopting policies that would allow parents to choose the learning environments that align with their values and work best for their children. However, some critics have raised concerns that school choice policies might spur increases in private school tuition, thereby undermining efforts to expand education options. A review of the research literature by the Martin Center found that the research &quot;suggests that federal student aid increases university tuition rates, perhaps by as much as 60 cents on the dollar.&quot; The effects of these subsidies are evident. In inflation-adjusted dollars, the national average cost of college tuition and fees has risen 239 percent since 1980. In order to determine the effects of school choice policies on private school tuition, the authors analyzed 10 years of tuition data from Private School Review. The data show that, overall, the adoption of private school choice policies does not elevate tuition rates. If anything, the estimated effect shows that enacting school choice results in private schools charging lower tuitions than they otherwise would, although that effect is not statistically significant.
Career and Technical Education (CTE) for Climate Jobs: A Framework for Secondary and Postsecondary CTE
Author: Rosen, Rachel
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Vocational Education,Climate,Conservation (Environment),Public Policy,Labor Force Development,Barriers,Career Pathways,Labor Needs,State Policy

While the scope of a transition toward renewable energy, and away from fossil fuels, as well as other sustainable economic practices is daunting, the United States has recently begun to obtain policy momentum in the push to decouple economic activity from greenhouse gas (GHG) emissions. This paper presents: (1) an overview of the scope of jobs that are affected by the transition to a clean energy and climate-resilient economy; (2) a review of the current state of policies aimed at expanding the climate workforce; (3) a review of the evidence about CTE; and (4) a discussion of barriers and potential solutions to improving the education and training pipeline to support an economic transition that is also just and equitable.
Policymakers Should Use Supreme Court Cases on Racial Preferences to Launch Reform of College Accreditation. Issue Brief. No. 5302
Author: Butcher, Jonathan
Date: 2023-02-09
Type: Reports - Descriptive
Subjects: Educational Change,Court Litigation,Accreditation (Institutions),Race,College Admission,Undergraduate Students,Graduate Students,Decision Making,Admission Criteria,Civil Rights,Racism,Racial Discrimination,Minority Group Students,Access to Education,College Applicants,Educational Policy,Federal Government,Institutional Evaluation

Racial preferences, as practiced in academia and elsewhere, by definition, discriminates against individuals based on their race. Radical academics and writers, including the founders of critical race theory, have long supported the use of race as a predominant factor in postsecondary and graduate school admissions. If the Court rules as it should that postsecondary institutions cannot use race as a factor in school admissions, that decision will be a crucial step away from racial prejudice and towards meritocracy and colorblindness--two pillars of the civil rights movement. Other college officials might want to abandon racial prejudice in school operations, but biased college accreditors may coerce them into maintaining discriminatory policies. Accreditors, however, also contribute to the prejudicial environment in college admissions through their accrediting requirements. Lawmakers must reform the postsecondary accreditation system. What may sound like merely a set of bureaucratic reforms to the accrediting process would be, in fact, a long-overdue reform of higher education, improving student access to institutions, allowing colleges to make decisions in students' best interests instead of under pressure from federal rules, and provide more transparency for students and families in the college application process.
Texas&apos;s Student Success Acceleration Programs. Implementation Findings
Author: Dorimé-Williams, Marjorie
Date: 2023-08-00
Type: Reports - Evaluative
Subjects: Success,Acceleration (Education),Grants,Educational Finance,Program Implementation,Program Evaluation,Higher Education,College Students

The Texas Higher Education Coordinating Board (THECB) seeks to improve student outcomes by promoting a variety of student success efforts. These efforts include direct programs with well-defined target populations and program participants, offering specific student support services following a program model, and indirect programs aimed at providing faculty and staff members professional development or at improving campus facilities. MDRC led an implementation study of student success programs across the state that were funded by a grant from the U.S. Department of Education, Education Stabilization Fund Program Governor's Emergency Education Relief (GEER II) Fund. This fund was a COVID-19 recovery initiative, allowing recipients great flexibility in the use of grants, evident in the findings below. A total of nearly $12 million in grants was disbursed to 59 institutions of higher education in Texas. This report presents: (1) implementation research findings from the 59 institutions; (2) highlights research findings from previously conducted, rigorous evaluations of student support programs; and (3) offers recommendations for future research and practice.
It&apos;s Time for Congress to Dismantle the Higher Education Accreditation Cartel. Backgrounder. No. 3774
Author: Burke, Lindsey M.
Date: 2023-06-20
Type: Reports - Descriptive
Subjects: Higher Education,Educational Policy,Educational Quality,Quality Control,Accreditation (Institutions),Educational Innovation,Barriers,Outcomes of Education,Teaching Methods,Educational Change,Student Financial Aid,Power Structure

Higher education accreditation creates barriers to entry for innovative start-ups while being a poor gauge of program quality and student outcomes. What began as a voluntary system became a de facto requirement, with accreditors abusing their power. To harness the potential of new learning modes, policymakers should consider meaningful structural changes to this ossified system. Any substantial higher education reform must include accreditation reform: decoupling accreditation from student aid, ending regional monopolies, and inhibiting abuses of power. Addressing these issues would help accreditors to return to quality control while supporting innovation.
Incorporating Children&apos;s Lived Experiences in the Classroom: Findings from Teacher Interviews on Diversity, Equity, and Inclusion in Early Care and Education Curricula and Professional Development
Author: Hefyan, Mervett
Date: 2023-08-00
Type: Reports - Research
Subjects: Early Childhood Teachers,Teacher Attitudes,Early Childhood Education,Faculty Development,Diversity,Inclusion,Equal Education,Preschool Children,Culturally Relevant Education,Curriculum Evaluation,Instructional Materials,Family Characteristics,Early Experience

An important element of effective early care and education programming is instructional systems, such as curricula, instructional materials, and professional development (PD). These systems can help teachers to create meaningful learning experiences for young children that allow them to thrive. However, implementing a new curriculum or PD requires guidance, materials, resources, and supports that are aligned with the authentic experiences of teachers and children. A study team recruited and interviewed 18 early care and education teachers working with three- and four-year-olds in an effort to understand their experiences with curricula and curriculum-oriented PD as they relate to equity and inclusion in the classroom, learn more about equity and inclusion in early care and education settings, and ultimately help make the design of curricula and PD more culturally and linguistically responsive. This provided the study team an opportunity to evaluate how curriculum-related materials and PD may or may not support equity and inclusion in classrooms. This brief provides an overview of the project's findings. Through these interviews with teachers, the study team found that the curricula and related PD and supports that teachers received did not place a strong emphasis on children's background and lived experiences (that is, race, ethnicity, culture, home language, and family income). Unsurprisingly, only a few teachers said they plan or adapt lessons with children's backgrounds in mind. Yet half of teachers expressed wanting to know more about the children's home life to best support them in the classroom. The curricula and related PD and supports offered the teachers limited resources on these topics. They thus may not have had the needed guidance to carry out activities that were aligned with and responsive to children's backgrounds and experiences. These findings suggest there is an opportunity to include more activities and supports in curriculum-related materials and PD that guide teachers on how to incorporate children's backgrounds and lived experiences in classroom learning.
How States Protect Funding for K-12 Public Schools: A Summary of State Policies
Author: Lueken, Martin F.
Date: 2023-11-00
Type: Reports - Research
Subjects: Public Schools,Elementary Secondary Education,School Choice,Funding Formulas,Educational Policy,State Policy,Trend Analysis,Enrollment Trends,Declining Enrollment,Educational Finance,COVID-19,Pandemics,Resource Allocation

As current trends across the country indicate widespread declining student enrollment and attendance, EdChoice is interested in how states respond. It enlisted Hanover Research to summarize publicly available information for each of the 50 U.S. states about the role enrollment plays in state funding formulas, as well as any state-level policies that may reduce the impact of declining enrollment on education funding. This report presents an analysis of the policy scan and summarizes the key findings of the policy scan including trends in education funding formulas, funding, and enrollment protections across the United States. Key findings covered in this report include: the type of education funding formulas in each state; the metrics these formulas use to measure enrollment; as well as the declining enrollment; hold harmless, and temporary provisions for enrollment and funding protections identified in the initial policy scan. This policy scan analysis is part of a series of studies that will enable EdChoice to examine the broader landscape of the impact of declining enrollment on school funding and related policies across the United States. The full version of the policy scan can be found in &quot;How States Protect Funding for K-12 Public Schools. State Profiles Index.&quot;
Characterizing the Effectiveness of Video Recordings in Mathematics Instruction within Higher Education: Minimizing Direct Teacher-Student Interaction through Technological Modalities
Author: Ndungo, Issa
Date: 2023-00-00
Type: Journal Articles
Subjects: Video Technology,Mathematics Instruction,Instructional Effectiveness,Technology Uses in Education,Teacher Student Relationship,Teaching Methods,College Students,Mathematics Education,Foreign Countries

This study was conducted to characterize the effectiveness of employing video recordings as a teaching tool in mathematics in higher education, with a bid to minimize direct teacher-student interactions. The research employed an experimental design, utilizing pre-tests and post-tests with a sample of 45 randomly selected first- and second-year mathematics students at Mountains of the Moon University. Video recordings were compared with alternative approaches, including online (Zoom) classes and self-study materials/handouts, to gauge their effectiveness in the absence of physical teacher-student interactions. Three experimental units were established, each undergoing learning of sequences via video recordings, online (Zoom) classes, or self-study printable materials/handouts. Statistical analysis was done using SPSS including percentages, descriptive statistics, Pearson correlation, and independent sample t-tests. Results revealed the relevance of both tools in mathematics learning, with video recordings proving to be more effective and superior in enhancing understanding of the learned concepts compared to the alternative tools. The study recommends the incorporation of video recordings in mathematics teaching, particularly in situations where physical meetings between teachers and students are impractical.
Honors Colleges in the 21st Century. NCHC Monographs Series
Author: Badenhausen, Richard, Ed.
Date: 2023-00-00
Type: Books
Subjects: Honors Curriculum,College Students,Public Colleges,Private Colleges,Two Year Colleges,Religious Colleges,Black Colleges,College Curriculum,Core Curriculum,Institutional Characteristics,Educational Development,Deans,Educational Change,Organizational Change,Diversity,Equal Education,Inclusion,Predominantly White Institutions,LGBTQ People,Student Leadership,Liberal Arts,Interdisciplinary Approach,School Community Relationship

&quot;Honors Colleges in the 21st Century&quot; contains the work of 56 authors representing 45 different institutions, which makes this the largest and most comprehensive group of honors leaders ever to appear in print together discussing honors colleges. Particularly notable is the fact that eleven of the chapters are co-authored by individuals from different institutions. A wide range of institutional perspectives are represented: public and private, large and small, R1 flagships and regional, two- and four-year, religious and secular, and HBCU. The professional positionality of writers is similarly diverse, including faculty, staff, and administrators. Because the diversity of settings in which honors education takes place is one of its great strengths, this volume is not meant to provide a single prescriptive account of how honors colleges should be set up or run. This volume is also framed through the data collected in a 2021 survey, the most wide-ranging survey of honors colleges ever conducted, though it is important to note that the data were drawn from 166 honors colleges during the 2020--2021 academic year, which was severely disrupted by the COVID global pandemic.
From Surviving to Thriving: K-12 Choice and Opportunity for Rural Texas Students and Teachers. Backgrounder. No. 3783
Author: Ladner, Matthew
Date: 2023-08-15
Type: Reports - Evaluative
Subjects: Rural Schools,Kindergarten,Elementary Secondary Education,School Choice,Educational Opportunities,State Legislation,Educational Legislation,Educational Policy,National Competency Tests,Private Schools,Models,Academic Achievement,School Districts,Trend Analysis,COVID-19,Pandemics

Rural students in Arizona enjoy far more education choice options than rural students in any other state. Education has flourished in rural areas under Arizona's robust choice environment just as much as in the remainder of the state. The data could not be clearer: Rural students with expanded opportunities thrive, as do their teachers and communities. A one-size-fits-all education system in fact fits few students and teachers, whereas a pluralistic and diverse system of schools fits more students and teachers. When families have many options to choose from, district schools will have a strong incentive to improve. If Texas lawmakers empower their educators to create new schools, educators will rise to the challenge, both inside and outside the school system. Key takeaways from this paper include: (1) Arizona and Texas are border states with large and growing cities, as well as vast rural areas, but the outcomes of their K-12 education systems have been opposites; (2) While the Texas economy is racing full speed ahead, the state's K-12 education has stalled and is in decline, with some of the worst cases in rural areas; and (3) Texas lawmakers should use Arizona--which has the country's most robust education choice policies--as a model, very much including its rural areas.