ethanporcaro/eric-fulltext-meta huggingface dataset:
Special Schools&apos; and Colleges&apos; Experiences of the COVID-19 Pandemic: Summer 2021. Full Findings
Author: Skipp, Amy
Date: 2021-12-00
Type: Reports - Research
Subjects: Foreign Countries,Special Schools,Colleges,Federal Legislation,COVID-19,Pandemics,School Closing,Special Needs Students,Educational Needs,College Students,Attendance Patterns,Distance Education,Mental Health,Well Being,Interpersonal Competence,Self Management,Daily Living Skills,Physical Development

In the United Kingdom, the Coronavirus Act relaxed the duty on Local Authorities to provide all of the support set out in pupils' educational, health and care plans (EHCPs). They were expected to use 'reasonable endeavours' to deliver as much of this as possible. This relaxation was lifted in September 2020, meaning that from that point the legally required support stated in EHCPs should have been fully reinstated. In the first national lockdown most special providers reported they were only able to offer a very limited number of pupils in-school places. On average their capacity was 30% of their usual intake. In January 2021, the Prime Minister announced a further national lockdown, requiring educational settings to close to the majority of pupils for the second time. In this report this lockdown in early 2021 is referred as the second lockdown (although there was a national lockdown at the end of 2020, educational settings remained fully open). A briefing paper had been published setting out a summary of what happened during this second lockdown, and in the term following the expected 'return to normal' (i.e. all educational establishments being fully open as before the pandemic). This report provides all of the detail gathered to inform that paper. It is based on: (1) A survey of Headteachers from 190 special schools and colleges in England. This represents an 11% response rate across the sector; (2) Depth interviews with senior leaders of 40 special school or colleges; and (3) Depth interviews with 40 parents of children with EHCPs who attend this type of setting. [For the briefing paper, &quot;The Reported Effects of the Pandemic on Pupils in Special Schools and Colleges and What They Need Now,&quot; see ED615418. This report was co-published with ASK Research (United Kingdom).]
2022 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2022-03-10
Type: Reports - Evaluative
Subjects: Higher Education,Secondary Education,Progress Monitoring,Dropout Rate,Enrollment Trends,College Attendance,Graduation Rate,Brain Drain,College Entrance Examinations,School Holding Power,Educational Attainment,Academic Persistence,College Readiness,High School Graduates,College Students,College Graduates,Public Colleges,Private Colleges,Student Financial Aid

The &quot;2022 Nebraska Higher Education Progress Report&quot; is the 17th annual progress report designed to provide the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three key priorities for Nebraska's postsecondary education system. They are: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate and then reverse the net out-migration of Nebraskans with high levels of educational attainment. This report is a comparative analysis that measures and evaluates performance in respect to each priority. [For the &quot;2021 Nebraska Higher Education Progress Report,&quot; see ED611974.]
Baccalaureate Origins of U.S. Research Doctorate Recipients. InfoBrief. NSF 22-321
Author: Gordon, Jonathan
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Undergraduate Study,Doctoral Degrees,Classification,Research Universities,Institutional Characteristics,College Graduates,Bachelors Degrees,Comparative Analysis,Majors (Students),Trend Analysis,Educational Trends

Baccalaureate education plays a key role in the educational pathways of research doctorate recipients. Most doctoral students earning research doctorates in the United States received their baccalaureate from institutions in the Carnegie Classification group R1: doctoral universities (very high research activity) or from foreign academic institutions. However, on a per capita basis, more graduates from Carnegie-classified baccalaureate colleges: arts and sciences focus earn a doctoral degree in science and engineering (S&amp;E) than their peers at other types of Carnegie Classification of institutions. This InfoBrief examines the top producing baccalaureate-origin institutions of research doctorate recipients in S&amp;E and non-S&amp;E fields over the past decade.
IUPUI&apos;s HIP Taxonomy for ePortfolio: A Tool for Development, Implementation, and Scaling. Occasional Paper No. 57
Author: Kahn, Susan
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Educational Practices,Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Taxonomy,Professional Development,Educational Principles,Program Development

So-called High-Impact Practices (HIPs) are high-impact only when planned and executed thoughtfully, with attention to the relevant literature and the wisdom of experienced practitioners. After decades of experience with most HIPs, and national recognition for several, in 2016, IUPUI (Indiana University-Purdue University Indianapolis) undertook to create a series of HIP taxonomies describing the features needed to ensure that a given HIP experience will be truly high-impact. In 2018-2019, a committee of IUPUI HIPs and ePortfolio practitioners and experts convened to develop a similar taxonomy for ePortfolio, the most recently recognized HIP and one with which IUPUI already had nearly two decades of experience. In this Occasional Paper, we discuss the history of ePortfolio at IUPUI and what we came to understand about effective ePortfolio practice; the purposes of the taxonomies and of the ePortfolio taxonomy in particular; the development process for the taxonomy; our use of the ePortfolio taxonomy for professional development; and the attributes of high-impact ePortfolio practice that we identified, based on the growing literature on ePortfolio and on our campus and individual experiences. In the taxonomy and this paper, we emphasize the need for ePortfolio to be central to curricular design; embedded in pedagogies that support integrative learning and identity development; developed in concert with explicit instruction on &quot;ePortfolio making&quot;; and assessed holistically and in alignment with desired learning outcomes and experiences. The paper concludes with a case study from IUPUI's Philanthropic Studies B.A. program, which discovered through its own ePortfolio work many of the same principles and practices reflected in the taxonomy and the literature.
Emerging Practices in ESL Guided Self-Placement
Author: White, Michelle
Date: 2022-01-00
Type: Guides - Non-Classroom
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Community Colleges,State Legislation,College Credits,College Transfer Students,Student Placement,English Language Learners,Personal Autonomy,Decision Making,Two Year College Students,Academic Aspiration,Enrollment,Educational Strategies,Models,Guides,Student Attitudes,Reading Skills,Writing Skills,Grammar,Academic Advising

In Assembly Bill (AB) 705, assessment and placement practices in California Community Colleges (CCC) should maximize the probability that students who enter credit-bearing English as a second language (ESL) course sequences complete degree and transfer requirements in English within three years. The three-year timeframe begins when a student declares an intent to pursue a degree or transfer to a four-year institution. The use of guided self-placement (GSP) as a placement method can help ensure English Language Learners (ELLs) enroll in courses that align with their skill level and educational goal, and creates an opportunity for students to exercise personal agency in their educational journey. This resource provides ESL community college stakeholders with an overview of key practices and strategies to assist in the implementation of a GSP model. It includes information on how ELLs can most effectively be assessed when using guided self-placement within the context of the California Community Colleges system.
Special Educators as Intervention Specialists: Dynamic Systems and the Complexity of Intensifying Intervention for Students with Emotional and Behavioral Disorders
Author: Farmer, Thomas W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Emotional Disturbances,Behavior Disorders,Student Behavior,Special Education,Correlation,Positive Behavior Supports,Intervention,Emotional Problems,Behavior Problems,Evidence Based Practice,Response to Intervention,Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation,Specialists

We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded. Building from a discussion of the application of dynamic systems theory to ecological intervention, we propose four types of data are needed to guide intervention intensification: universal/probabilistic knowledge and strategies, implementation science practice elements, person-oriented developmental analysis, and person-in-context interactional analyses. We discuss practice implications and propose two types of specialists: &quot;intervention specialists&quot; who provide direct services and have expertise adapting interventions across the academic, behavioral, and social domains and &quot;intervention specialist coordinators&quot; who direct intervention intensification activities across service sectors and design and monitor long-term intervention plans focused on developmentally relevant outcomes. Finally, we consider implications for research and professional development. [This article was published in &quot;Journal of Emotional Behavioral Disorders&quot; (EJ1110029).]
Efficacy of a Learning Trajectory Approach Compared to a Teach-to-Target Approach for Addition and Subtraction
Author: Clements, Douglas H.
Date: 2019-12-23
Type: Reports - Research
Subjects: Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Kindergarten,Preschool Children,Subtraction,Arithmetic,Sequential Learning,Learning Processes,Addition

Although basing instruction on a learning trajectory (LT) is often recommended, there is little direct evidence to support the premise of a &quot;LT approach&quot;--that to be maximally meaningful, engaging, and effective, instruction is best presented one LT level beyond a child's present level of thinking. The present report serves to address the question: Is it necessary to teach each contiguous level of a LT or can instruction be similarly or more effective when skipping levels, provided the necessary exemplars are made? In a multimethod research study that included individual teaching experiments embedded inside of a quasi-experimental research design, one group of 13 kindergartners received instruction based on an empirically-validated LT for addition and subtraction (the &quot;LT&quot; treatment). The counterfactual, &quot;skip&quot; treatment (n = 12), received instruction focused mainly on levels at least two levels above their present level for the same amount of time as the LT treatment. More children in the LT treatment exhibited greater addition and subtraction learning during sessions and from pretest to posttest than children in the skip treatment. Implications for future study are discussed. [This paper was published in &quot;ZDM Mathematics Education&quot; v52 n4 p637-648 2020 (EJ1261937).]
Higher Education in Science and Engineering. Science &amp; Engineering Indicators 2022. NSB-2022-3
Author: Trapani, Josh
Date: 2022-02-22
Type: Reports - Evaluative
Subjects: Higher Education,Science Education,Engineering Education,Educational Indicators,Educational Trends,Comparative Education,Foreign Countries,Institutional Characteristics,Research Universities,Minority Serving Institutions,Community Colleges,COVID-19,Pandemics,Outcomes of Education,Undergraduate Study,Graduate Study,Demography,Student Characteristics,Academic Degrees,Gender Differences,Racial Differences,Foreign Students,Enrollment Trends,Educational Attainment

This report provides an overview of science and engineering (S&amp;E) higher education in the United States, including trends over time and comparisons with other nations. S&amp;E fields, as defined in this report, include astronomy, chemistry, physics, atmospheric sciences, earth sciences, ocean sciences, mathematics and statistics, computer sciences, agricultural sciences, biological sciences, psychology, social sciences, and engineering. At the doctoral level, the medical and health sciences are included under S&amp;E because the doctoral-level data correspond to the doctor's-research/scholarship degree level, which includes research-focused degrees but excludes professional practice degrees such as Doctor of Medicine. The first section of this report provides overall information on the U.S. higher education system, with special emphasis on several types of institutions: research universities, minority-serving institutions (MSIs), and community colleges. It includes a sidebar focused on preliminary data on the effects of the COVID-19 pandemic on higher education. This section also provides information on sources of aid for undergraduate S&amp;E education, with a focus on the federal government's role. The second section looks at national trends over time in S&amp;E degree awards at the undergraduate and graduate levels, highlighting patterns by field. The third section focuses on the demographic attributes of S&amp;E degree recipients, including sex, race, and ethnicity. It examines trends by degree level and field. The final section focuses on international S&amp;E higher education. This section provides data on students on temporary visas who study or earn degrees in the United States, with special emphasis on the sharp decline in international students that resulted from the first year of the COVID-19 pandemic. It also benchmarks the United States with other nations in terms of S&amp;E degrees awarded. [SRI International, Center for Innovation Strategy and Policy, assisted with preparation of this report.]
The Skills Imperative 2035: What Does the Literature Tell Us about Essential Skills Most Needed for Work? Working Paper 1
Author: Taylor, Amanda
Date: 2022-03-00
Type: Information Analyses
Subjects: Job Skills,Labor Market,Foreign Countries,Futures (of Society),Employment Patterns,Vocational Education,Curriculum,Job Training,Employment Opportunities,Artificial Intelligence,COVID-19,Pandemics,Automation,Skill Development,Interpersonal Competence,Self Management,Creativity,Emotional Intelligence,Young Adults,Adults

Calls are intensifying for workforce reskilling and a re-engineering of education and training to meet the demands of the future. Current policy in England focuses on technical, digital and green economy skills, underpinned by strong literacy and numeracy and a knowledge-rich school curriculum. National Foundation for Educational Research's Nuffield-funded research study, &quot;The Skills Imperative 2035: Essential skills for tomorrow's workforce&quot; investigates: (1) which essential employment skills will be most needed in 2035; (2) what will their likely supply be and where will the gaps be; (3) which occupations and workers are most at risk of not having these skills; (4) which skills will affected workers need to develop to transition into new employment opportunities; and (5) the role of educators and employers in helping to prepare young people and workers for the future labour market. This first report, a review drawing on a wide-ranging and growing evidence base, sets the scene for the wider research study by bringing together what the literature suggests about: (1) what the world of work will look like in 2035; and (2) which essential employment skills will be in demand and how what should be done to prepare.
Leading the World in Discovery and Innovation, STEM Talent Development and the Delivery of Benefits from Research. NSF Strategic Plan for Fiscal Years 2022-2026
Author: National Science Foundation (NSF)
Date: 2022-03-28
Type: Reports - Descriptive
Subjects: STEM Education,Talent Development,Strategic Planning,National Organizations,Innovation,Scientific Research,Access to Education,Labor Force Development,Creativity,Public Agencies,Social Change,Management Development,Technological Advancement,Objectives,Institutional Mission,Research and Development,Higher Education

NSF's new Strategic Plan for Fiscal Years 2022-2026 was released on March 28, 2022. To achieve NSF's vision of &quot;A nation that leads the world in science and engineering research and innovation, to the benefit of all, without barriers to participation,&quot; the Plan lays out four strategic goals. The first, &quot;Empower STEM talent to fully participate in science and engineering,&quot; aims to accelerate the advancement of discovery and learning and, in a world in which work is increasingly reliant upon scientific and technological skills, ensure that all citizens share in the benefits that flow from research. NSF will promote inclusion in the research community and STEM workforce, access to STEM learning and training, and widespread STEM literacy. The second strategic goal, &quot;Create new knowledge about our universe, our world and ourselves,&quot; aims to advance knowledge through investments in ideas, people, and infrastructure, and to advance the practice of research. The third strategic goal, &quot;Benefit society by translating knowledge into solutions,&quot; focuses on delivering benefits from research by advancing discovery and accelerating innovation that address societal challenges, as well as cultivating a global S&amp;E community based on shared values and strategic cooperation. The fourth goal, &quot;Excel at NSF operations and management,&quot; includes strategies to attract, retain, and empower a talented and diverse workforce and continually to improve agency operations. NSF's new Strategic Plan lays out a vision for accelerating research and innovation. The Plan includes examples of discoveries that NSF-supported researchers have made, and the impacts these have had on the Nation's economy and well-being. It also includes examples of exciting new opportunities for research at the frontiers of science and engineering. With the support of the American people, NSF-funded researchers will continue to transform the world with their ingenuity and creativity, providing new knowledge and innovations that will propel our economy and enhance our lives. [Cover title varies: &quot;U.S. National Science Foundation 2022-2026 Strategic Plan.&quot; For &quot;Building the Future: Investing in Discovery and Innovation--NSF Strategic Plan for Fiscal Years (FY) 2018-2022,&quot; see ED594467.]
Using an Adaptive Intelligent Tutoring System to Promote Learning Affordances for Adults with Low Literacy Skills
Author: Lippert, Anne
Date: 2019-06-14
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Educational Technology,Adult Literacy,Skill Development,Technology Uses in Education,Reading Comprehension,Computer Software,Teaching Methods,Interaction,Feedback (Response),Program Effectiveness

One out of six adults in the United States possesses low literacy skills. Many advocates believe that technology can pave the way for these adults to gain the skills that they desire. This article describes an adaptive intelligent tutoring system called AutoTutor that is designed to teach adults comprehension strategies across different levels of discourse processing. AutoTutor was designed with a simple, easy to use interface that caters to the special technological needs of adult learners. Though the interface may be simple, the functionality is not. AutoTutor leverages empirically based learning principles from cognitive psychology to scaffold the acquisition of reading comprehension skills. In particular, it embeds six major learning affordances, or learning opportunities, that help students master difficult material. We provide an overview of AutoTutor, describe its learning affordances and discuss its potential as a reading comprehension tool. We conclude by considering some of the challenges when building adaptive technologies to support low literacy adults. [This paper was published in: &quot;HCII 2019,&quot; Lecture Notes in Computer Science (LNCS) Vol. 11597, edited by R. A. Sottilare and J. Schwarz, Springer Nature Switzerland AG, 2019, pp. 327-339.]
2021 Ohio Remediation Report: For Fall 2020 Enrolling College Students (Spring 2020 High School Graduates)
Author: Ohio Department of Education
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Remedial Programs,Developmental Studies Programs,Enrollment,Economic Impact,Adult Students,High School Graduates,College Freshmen,College Readiness,Racial Differences,Remedial Mathematics,English Instruction,Economically Disadvantaged,Public Colleges,Achievement Gap,Attendance,Academic Advising,COVID-19

This Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Chancellor of the Ohio Department of Higher Education (ODHE) and the Superintendent of Public Instruction to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. ODHE and the Department of Education continue to collaborate on a range of initiatives to support student progress and success. The data provided in this report coincides with the outbreak of COVID-19. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Adult Students. The report concludes with seven recommendations. [For the previous year's report, &quot;2020 Ohio Remediation Report: For Fall 2019 Enrolling College Students (Spring 2019 High School Graduates),&quot; see ED612329.]