ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Momentum: Using Guided Pathways to Redesign the Student Experience. 2020 National Report
Author: Center for Community College Student Engagement
Date: 2020-00-00
Type: Reports - Research
Subjects: Educational Change,Student Experience,College Students,Educational Strategies,Educational Improvement,Program Design,College Programs,College Faculty,Academic Advising,Career Exploration,Learner Engagement,Experiential Learning,Teacher Participation,Student Attitudes,Teacher Attitudes

Guided pathways is a whole-college reform model through which institutions change the experience for all students both in and outside the classroom throughout their entire journey through college. It is designed to help colleges improve rates of student completion, transfer, and attainment of jobs with value in the labor market. Instituting the whole-scale transformation required to implement pathways means rethinking fundamental aspects of the college structure, including onboarding, advising, curriculum, instruction, scheduling, and technology. Because pathways requires change to so many interconnected systems, colleges typically spend several years planning. During this time, administrators, faculty, and staff dive deeply into change efforts that are not visible to students. These efforts include redesigning programs of study and implementing new policies, systems, and practices for guided pathways. Guided pathways is gaining momentum. There are many pathways efforts, including statewide ones, across the country. Colleges new to the work are learning from early adopters, and the field is beginning an unprecedented attempt at broad-scale change. This report from the Center for Community College Student Engagement provides a first look at whether students across the country are experiencing key elements of this transformational reform.
Average Differences in Effect Sizes by Outcome Measure Type. What Works Clearinghouse Working Paper
Author: Wolf, Rebecca
Date: 2021-02-00
Type: Reports - Research
Subjects: Effect Size,Outcome Measures,Educational Research,Differences,Intervention,Clearinghouses,Research Reports,Statistical Significance,Meta Analysis,Instructional Effectiveness

The What Works Clearinghouse (WWC) seeks to provide practitioners information about &quot;what works in education.&quot; One challenge in understanding &quot;what works&quot; is that effect sizes may not be comparable across studies, which limits the ability to compare the relative effectiveness of multiple interventions. One factor that consistently relates to the magnitude of effect sizes is the type of outcome measure. This paper uses WWC study data to examine differences in average effect sizes by outcome measure type. Controlling for other factors and using advanced meta-analysis, effect sizes found on researcher and developer measures are substantially larger on average than those found on independent measures not related to the intervention under study or the study authors. One implication of this finding is that the WWC should consider whether findings based on researcher and developer measures should be differentiated from those based on independent measures to meet the evidence needs of all WWC stakeholders.
2018-19 Five-Year Capital Outlay Plan. 2017 Report
Author: California Community Colleges, Chancellor's Office
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Educational Finance,Expenditures,Educational Planning,Enrollment Projections,Educational Facilities,Facility Improvement,Needs Assessment,Facility Planning,State Aid

The Governor of California annually submits a five-year capital infrastructure plan to the Legislature in conjunction with the governor's budget. To accomplish this, every entity of state government is required to provide to the Department of Finance information related to capital infrastructure needs and costs for a five-year period. This report of the California Community Colleges Chancellor's Office provides information needed for a five-year capital outlay plan identifying the statewide needs and priorities of the California Community Colleges.
2020-21 Five Year Capital Outlay Plan. 2019 Report
Author: California Community Colleges, Chancellor's Office
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Educational Finance,Expenditures,Educational Planning,Enrollment Projections,Educational Facilities,Facility Improvement,Needs Assessment,Facility Planning,State Aid

The California Community Colleges Chancellor's Office and the Board of Governors are pleased to release the &quot;2020-21 Five-Year Capital Outlay Plan for the California Community Colleges.&quot; To support community college districts grow and improve their educational facilities, the Facilities Planning Unit of the California Community Colleges Chancellor's Office annually reviews and approves local Five-Year Capital Outlay plans as part of the Capital Outlay grant application process. The Five-Year Capital Outlay Plan is presented to California Legislature in conjunction with the Governor's Budget, and it clarifies statewide needs and priorities of the California Community Colleges. [The California Community Colleges Chancellor's Office College Finance and Facilities Planning Division prepared this report.]
A Practice Guide to Supporting Implementation: What Competencies Do We Need?
Author: Metz, Allison
Date: 2020-12-00
Type: Guides - Non-Classroom
Subjects: Evidence Based Practice,Program Implementation,Competence,Higher Education,Job Training,Professional Development,Job Skills,Social Work,Allied Health Occupations Education,Educational Certificates,Human Services,Delivery Systems

Implementation support practitioners are professionals who support organisations, leaders and staff in their implementation of evidence-informed practices and policies. They identify, contextualise and improve the use of evidenced implementation strategies in a range of settings. They also build implementation capacity among teams, organisations and systems. This guide identifies the competencies that implementation support practitioners need to support effective implementation and scaling of evidence-informed practices, programmes and policies, to improve outcomes for people and communities. One reason this guide is useful is that competencies for implementation support practice can be integrated into higher education curricula and training for social work and health care, certificate programmes for professionals working in human services, and ongoing professional development for leaders and practitioners charged with supporting the use of evidence to improve population outcomes. It should be of use to anyone interested in developing the competencies of professionals who are facilitating and supporting the implementation of changes in service delivery. It is designed as a tool for reflection, allowing people to have conversations about the competencies that are fundamental to implementation support practice. [This guide was co-produced by the European Implementation Collaborative and the Centre for Effective Services (Ireland).]
2021-22 Five Year Capital Outlay Plan. 2020 Report
Author: California Community Colleges, Chancellor's Office
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Educational Finance,Expenditures,Educational Planning,Enrollment Projections,Educational Facilities,Facility Improvement,Needs Assessment,Facility Planning,State Aid

The California Community Colleges Chancellor's Office and the Board of Governors are pleased to release the &quot;2021-22 Five-Year Capital Outlay Plan for the California Community Colleges.&quot; To support community college districts grow and improve their educational facilities, the Facilities Planning Unit of the California Community Colleges Chancellor's Office annually reviews and approves local Five-Year Capital Outlay plans as part of the Capital Outlay grant application process. The Five-Year Capital Outlay Plan is presented to California Legislature in conjunction with the Governor's Budget, and it clarifies statewide needs and priorities of the California Community Colleges. [The California Community Colleges Chancellor's Office College Finance and Facilities Planning Division prepared this report. For the 2019 report, &quot;2020-21 Five Year Capital Outlay Plan. 2019 Report,&quot; see ED610570.]
Gender Differences in Tertiary Education: What Explains STEM Participation? CEP Discussion Paper No. 1721
Author: McNally, Sandra
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Gender Differences,Higher Education,Postsecondary Education,STEM Education,Females,Disproportionate Representation,Womens Education,Occupations,Wages,College Readiness,Self Esteem,Self Efficacy,Competition,Individual Characteristics,Preferences,Expectation,Context Effect,Peer Influence,Teacher Influence,Role Models,Curriculum,Cultural Influences

The share of women achieving tertiary education has increased rapidly over time and now exceeds that of men in most OECD countries. However, women are severely under-represented in maths-intensive science fields, which are generally referred to as STEM (science, technology, engineering, and maths). The under-representation of women in these subject areas has received a great deal of attention. This is because these fields are seen to be especially important for productivity and economic growth and are associated with occupations that have higher earnings. Subject of degree is an important part of the explanation for the gender wage gap. The aim of this paper is to review evidence on explanations for the STEM gap in tertiary education. This starts with statistics about background context and evidence on how well-prepared male and female students may be for studying STEM at a later stage. I then discuss what the literature has to say about the role of personal attributes: namely confidence, self-efficacy and competitiveness and the role of preferences and expectations. I go on to discuss features of the educational context thought to be important for influencing attributes and preferences (or mediating their effects): peers; teachers; role models; and curriculum. I then briefly discuss broader cultural influences. I use the literature reviewed to discuss policy implications.
Plagiarism in Engineering Programs: An Annotated Bibliography
Author: Eaton, Sarah Elaine
Date: 2021-01-00
Type: Reference Materials - Bibliographies
Subjects: Plagiarism,Cheating,Engineering Education,College Students,STEM Education,Student Attitudes,College Faculty,Teacher Attitudes,Educational Technology,Foreign Students,Intervention

Purpose: This report documents research and related materials concerning plagiarism in STEM and engineering programs to inform and guide future work in the field. It provides an overview of the literature up to and including 2019 related to plagiarism in STEM and engineering programs. Methods: Two research questions guided this literature review: 1. What scholarly, research, and professional literature explores and examines plagiarism in STEM and engineering programs? 2. What major themes emerge from scholarly and research literature about plagiarism in engineering? To this end, a methodical research of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: Our review and search of the literature resulted in 31 sources, which we organized into 7 categories: (a) Background: AI in engineering; (b) student perceptions and attitudes; (c) faculty perceptions and attitudes; (d) cheating and collusion; (e) text-matching software and plagiarism detection; (f) international students and (g) interventions and reparations. We found that plagiarism in STEM and engineering, as in other fields, is widespread among students and faculty, while policies and their implementation are often inconsistent. Calls for clearer guidelines and greater support for students and faculty resound as a consistent theme in the literature. Implications: Plagiarism in STEM and engineering research has been slow to develop, but is a continuing field of growth. As more stakeholders become aware of the scope and complexities of plagiarism, many researchers are making recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 36 References.
Free School Feeding Program -- An Important Factor for Children Enrolment at Early Childhood Development Centers in Rural Communities
Author: Ayeni, Ayodele Solomon
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Lunch Programs,Breakfast Programs,Child Development,School Health Services,Enrollment,Child Care Centers,Rural Areas,Intervention,Cognitive Development

The Convention on the Rights of the Child (UNGA, 1989) clearly spells out the significance of early child development (ECD). Through a descriptive comparative study, and by randomized control trial, the researcher investigates if free school feeding programs affect children enrollment at ECD centers in rural communities taking the case of Maraba Sector of Huye District in Rwanda. Also, the researcher sought to find if this also helped increase the popularity of the intervention. The researcher obtained data from 127 participants' representative of the 6 Cells in the Sector where 65 were composed of the experimental group and 62 comprised the control group. The study found noteworthy popularity (98%) indicating high impact amongst the beneficiaries but abysmal at below the accepted level of 60% with the control group. Over 90% beneficiaries agreed positive high impact on enrolment while same proportion in control group also supported the fact free school feeding positively impacts children enrolment at the ECD centers. The study recommended amongst others that free school feeding program should be maintained in order to keep improving children enrollments at the ECD centers in the communities and so as to also maintain or possibly improve the popularity of the intervention in the communities.
School Indiscipline and Crime. Discussion Paper. No. 1727
Author: Beatton, Tony
Date: 2020-11-00
Type: Reports - Research
Subjects: Foreign Countries,Violence,Victims,Discipline,Student Behavior,Educational Environment,Crime,Compulsory Education,Correlation,Dropouts,Age Differences,Bullying,Aggression,Peer Influence,Behavior Problems,Late Adolescents,Young Adults,Delinquency

This paper studies the impact of compulsory schooling on violent behaviour and victimization in school using individual-level administrative data matching education and criminal records from Queensland (Australia). Exploiting a legislative increase in the minimum dropout age in 2006, this study defines a series of regression-discontinuity specifications to show that compulsory schooling reduces crime but increases violent behaviour in school. While police records show that property and drugs offences decrease, education records indicate that violence and victimization in school increase. Thus, prior studies that fail to consider in-school behaviour may over-estimate the short-run crime-reducing impact of compulsory education.
Flipping STEM Classrooms Collaboratively across Campuses in California
Author: Sullivan-Green, Laura E.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Flipped Classroom,STEM Education,Intercollegiate Cooperation,Introductory Courses,College Faculty,Faculty Development,Communities of Practice,Program Implementation,Calculus,Program Evaluation,Physics,College Mathematics,College Science,Minority Serving Institutions

San José State University, in partnership with California State University-Los Angeles and Cal Poly Pomona, was awarded a prestigious 2015 First in the World grant, sponsored by the Department of Education. The multi-campus effort is focused on bringing the flipped classroom model to seven STEM gateway courses over three years that have high failure rates through collaborative efforts from faculty on the three partner campuses. SJSU, CSULA, and CPP are all designated Hispanic-Serving Institutions and Minority-Serving Institutions, though their demographics are very different. High impact practices like the flipped classroom approach have been shown to increase URM student success and retention. Development/selection of course materials that promote active learning and student engagement is shared among the faculty collaborators, a divide-and-conquer approach to overcoming the often overwhelming challenge of creating a full length flipped classroom. The first courses currently being flipped are Calculus I and Physics I. In addition to promoting student success through active learning pedagogy, our approach also includes a multi-disciplinary, cross-campus faculty learning community (FLC) that serves as a model of active learning for our faculty, as well as providing training and support during development and implementation of the flipped classroom. Our flipped classroom model and FLC are based on the Community of Inquiry (CoI) framework, which states that an educational experience is a blend of social presence (establishing strong relationships), cognitive presence (moving beyond understanding to exploration, integration, and application), and teaching presence (a combination of environment and directed facilitation components). Initial data on student success as a result of the flipped classroom implementation in Calculus I and Physics I will be presented. In addition to student success data, qualitative data on student and faculty satisfaction with the flipped classroom will also be presented.
Co-Creation of Kentucky&apos;s Usable Innovation Process: A How-To-Guide
Author: Jackson, Kathleen Ryan
Date: 2020-12-00
Type: Guides - Non-Classroom
Subjects: Educational Innovation,Mathematics Instruction,Teaching Methods,Educational Improvement,Teacher Competencies,Middle School Students,Special Education,Students with Disabilities,Regular and Special Education Relationship,Mathematics Achievement,Change Strategies,Mathematics Skills,Elementary Secondary Education,Teamwork,Course Content,Cooperative Planning,School Districts

This publication serves as a technical paper or How-To-Guide through a detailed description of the intentional step-by-step process Kentucky's executive leaders, educators, and stakeholders used to co-create a Mathematics Usable Innovation. The How-To-Guide includes italicized links to resources: Kentucky Examples, activities and research on the Active Implementation Hub. Resources are also linked below in the order they are presented in the How-To-Guide. We hope these resources support your organizations co-creation of a Usable Innovation. To improve student outcomes on a useful scale, WHAT is trying to be done needs to be teachable, learnable, doable, and easily assessed in a typical education setting (Fixsen, Blase, Metz, &amp; VanDyke, 2013). Kentucky's Usable Math Innovation defines WHAT educators agree they will see in any math classroom, no matter what innovation a district may choose and no matter what unique style the teacher employs. Usable Innovations provide the content to develop the HOW or training, coaching and data use systems all in support of teacher practice that improves student outcomes.
Report to the Legislature on the California Classified School Employee Teacher Credentialing Program, December 2017
Author: California Commission on Teacher Credentialing
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: State Legislation,Credentials,Teacher Certification,Educational Legislation,School Personnel,Teacher Recruitment,Public School Teachers,Teacher Shortage,Racial Differences,Grants,Elementary Secondary Education

Education Code §44393 (f) requires the Commission on Teacher Credentialing (Commission) to report to the Legislature annually regarding the California Classified School Employee Teacher Credentialing Program. The requirements of the report are specified in Education Code §44393 and must include the following: (1) The number of classified school employees recruited; (2) The number of classified school employees recruited who are subsequently employed as teachers in the public schools; (3) The degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education; and (4) The ethnic and racial composition of the participants in the program. Narrative data compiled from annual reporting forms in June 2017 show that local education agencies (LEAs) have established collaborative arrangements with postsecondary institutions, many of which are offering flexible course schedules or online courses that accommodate many of the participants' work schedules. [This report was developed by the Professional Services Division of the Commission on Teacher Credentialing.]
Report to the Legislature on the California Classified School Employee Teacher Credentialing Program, November 2018
Author: California Commission on Teacher Credentialing
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: State Legislation,Credentials,Teacher Certification,Educational Legislation,School Personnel,Teacher Recruitment,Public School Teachers,Teacher Shortage,Racial Differences,Grants,Elementary Secondary Education

Education Code §44393 (f) requires the Commission on Teacher Credentialing (Commission) to report to the Legislature annually regarding the California Classified School Employee Teacher Credentialing Program. The requirements of the report are specified in Education Code §44393 and must include the following: (1) The number of classified school employees recruited; (2) The number of classified school employees recruited who are subsequently employed as teachers in the public schools; (3) The degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education; and (4) The ethnic and racial composition of the participants in the program. In July 2016, the state budget allocated a total of $20 million for the California School Employee Teacher Credentialing Program (Classified Program). This five-year grant program addresses the state's teacher shortage by supporting local education agencies (LEAs) to recruit classified school employees into teaching careers and support their undergraduate education, professional teacher preparation and certification as credentialed California teachers. Classified staff at grantee LEAs who are selected to participate in the program (participants) receive financial assistance for degree- and credentialing-related expenses such as tuition, fees, books, and examination costs; academic guidance; and other forms of individualized support to help them complete the undergraduate education, teacher preparation program, and transition to becoming credentialed teachers for the public schools. In July 2017, the Legislature approved an additional $25 million in funding for a second round of Classified Program grant awards. Narrative data compiled from annual reporting forms in July 2018 from both the Round 1 and the Round 2 cohorts show that LEAs report using grant funds as a means to help meet their local teacher shortage needs, that the program is serving racial and ethnically diverse classified school employees, and that a majority of grantee LEAs have established collaborative arrangements with postsecondary institutions, many of which are offering flexible course schedules or online courses to accommodate many of the participants' work schedules. [This report was developed by the Professional Services Division of the Commission on Teacher Credentialing. For the 2017 report, see ED610579.]