ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging the Common Core to Support College and Career Readiness in California
Author: Venezia, Andrea
Date: 2015-08-00
Type: Reports - Research
Subjects: Common Core State Standards,College Readiness,Career Readiness,State Policy,Educational Policy,Program Implementation,Educational Change,Educational Assessment,Accountability,Alignment (Education),Guidance,Expectation,Educational Strategies,High Stakes Tests,Resource Allocation,Educational Finance,Educational Objectives,Critical Thinking,Evidence,College School Cooperation,Educational Technology

The early years of the implementation of the Common Core State Standards (CCSS) in California were complicated by the Great Recession as well as by a significant devolution of finance and programmatic control to the local level through the Local Control Funding Formula. The state charted a steady course and took a systematic approach to CCSS implementation, making policy changes in such areas as assessment and accountability to create a framework that supported the standards. Postsecondary systems also made policy shifts to align with the CCSS. This research outlines policymakers' and educators' hopes for how the CCSS can support improvements in students' college and career readiness, and it provides early evidence about both similarities and disconnects between those expectations and implementation activities in high schools and districts. Policymakers and educators are optimistic about the potential of the CCSS to improve college and career readiness, yet there is initiative fatigue, confusion about how to integrate the many college and career readiness-focused reform efforts underway in California, and a lack of clear guidance about how to implement the CCSS. Interviewed high school educators expressed a desire for more clarity about such issues as: (1) the expectations of the state's postsecondary systems for their various degree and certificate programs; (2) how to connect those expectations to teaching and learning in high schools; and (3) instructional strategies that will support the intent of the CCSS with regard to college and career readiness. The report outlines key findings regarding state education leaders' expectations compared with educators' experiences with CCSS implementation. The report also offers a series of policy recommendations, intended to serve as a bridge between where the state is today and all of the interconnected activities that will likely be needed to substantially improve students' college and career readiness through the CCSS. The recommendations acknowledge that the state is in a new era of local control and that policymakers are still determining which policy levers are effective and appropriate in that environment. A detailed description of the research study is appended.
An Uneven Canvas: Inequalities in Artistic Training and Careers. Annual Report 2013
Author: Indiana University, Strategic National Arts Alumni Project
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Alumni,Graduate Surveys,Art Education,College Graduates,Equal Education,Career Development,Barriers,Gender Bias,Racial Bias,Ethnic Groups,Socioeconomic Status,Social Bias,Liberal Arts,Disadvantaged Youth,Debt (Financial),Student Experience,Satisfaction,Student Characteristics,Parent Background,Educational Attainment,Social Networks,Artists,Income,Family Influence

The Strategic National Arts Alumni Project (SNAAP) is an annual survey administered online to the arts alumni of participating institutions. Completion time for the survey is generally 20 to 30 minutes. The results described in this report are based on data collected from the 2011 and 2012 survey administrations. Based on data from over 65,000 arts alumni nationwide, findings from this report show that a postsecondary arts education affords some unique advantages for women, minorities, and disadvantaged students. However, significant gaps remain and inequalities persist related to school debt, racial diversity within artistic occupations, and disparities in earnings by gender. [For the 2012 report, &quot;A Diverse Palette: What Arts Graduates Say about Their Education and Careers. Annual Report 2012,&quot; see ED539633.]
Making It Work: The Education and Employment of Recent Arts Graduates. Annual Report 2014
Author: Lena, Jennifer C.
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Alumni,Graduate Surveys,Art Education,College Graduates,Equal Education,Career Development,Socioeconomic Status,Liberal Arts,Debt (Financial),Student Experience,Satisfaction,Student Characteristics,Artists,Income,Family Influence,Job Skills,Undergraduate Study,Graduate Study,Internship Programs,Employment Level,Education Work Relationship,Job Satisfaction,Geographic Location,Gender Differences,Racial Differences,Ethnic Groups,Networks,Majors (Students)

The Strategic National Arts Alumni Project (SNAAP) is a comprehensive survey administered online to the arts alumni of participating institutions. Completion time for the survey is generally 20 to 30 minutes. The results described in this report are based on data collected from the 2011, 2012, and 2013 annual survey administrations. This report shows that America's most recent arts graduates are using skills learned in school combined with internship experiences to find work, forge careers and engage their communities, despite higher student debt levels than older alumni. It is based on data from more than 88,000 arts alumni of all ages, with a particular focus on the 17,000 recent alumni--those who finished their undergraduate or graduate level degrees up to five years prior. [This report was written with Sally Gaskill, Rebecca F. Houghton, Amber D. Lambert, Angie L. Miller, and Steven J. Tepper. For the 2013 report, &quot;An Uneven Canvas: Inequalities in Artistic Training and Careers. Annual Report 2013,&quot; see ED574454.]
Executive Headship: A Summary of the Executive Headteacher (EHT) Role, with Practical Questions and Exemplar Role Descriptors to Consider When Creating the Position
Author: Buck, Andy
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Principals,Administrator Role,Job Skills,School Administration,Strategic Planning,Leadership,Money Management,Instructional Leadership,School Community Relationship,School Business Relationship,Personnel Management,Board Administrator Relationship,Administrative Organization,Elementary Secondary Education

Based on research conducted by the National Foundation for Educational Research (NFER), Ambition School Leadership (formerly The Future Leaders Trust) and the National Governors' Association called: &quot;Executive headteachers: What's in a name?,&quot; this brief guide provides a summary of the executive headteacher (EHT) role, with practical questions and exemplar role descriptors to consider when creating the position. The findings of the research have been re-purposed by education expert Andy Buck to help leadership teams when they are considering EHT roles and associated structures. The resource comprises three parts: (1) An overview of the EHT role suitable for anyone working in the sector; (2) Practical questions to be discussed by all parties involved in establishing an EHT role; and (3) Exemplar job descriptors for an EHT role. [For related reports, see ED574408, ED574411, ED574412, ED574414, and ED574415.]
The Internship Divide: The Promise and Challenges of Internships in the Arts. Special Report
Author: Frenette, Alexandre
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Internship Programs,Online Surveys,Undergraduate Students,College Graduates,Economic Factors,Art Education,Equal Education,Gender Bias,Racial Bias,Social Bias,Socioeconomic Status,Job Skills,Careers,Job Applicants,Employees,Job Satisfaction

The Strategic National Alumni Project (SNAAP)--an online survey, data management, and institutional improvement system designed to enhance the impact of arts-school education--brings much-needed nuance to assessing the promise and addressing the challenges of the intern economy. In particular, SNAAP data help participants identify historical trends across cohorts, compare internship practices between various arts majors, analyze how the intern economy might reinforce inequality, assess educational benefits, and contrast career outcomes for paid and unpaid interns. In the context of an intern economy that appears to be rapidly changing, this SNAAP Special Report focuses on the experiences of 10,698 of the most recent undergraduate arts alumni who graduated between 2009 and 2013 and whose experiences reflect current economic realities. Comparisons to older cohorts are also included to help examine trends and provide historical context. [This report was written with Amber D. Dumford, Angie L. Miller, and Steven J. Tepper.]
Regional Cross-System Education Partnerships and the Need for Supportive State Policies. Policy Brief
Author: California State University, Sacramento. Education Insights Center
Date: 2015-03-00
Type: Reports - Research
Subjects: Partnerships in Education,State Policy,Alignment (Education),Sustainability,Change Strategies,Regional Cooperation,Financial Support

This brief is aimed at state policymakers as a companion to the report, &quot;Organizing for Success: California's Regional Education Partnerships.&quot; The brief recommends actions that could be taken by state policymakers and philanthropic foundations to better support the work of regional partnerships--such as improving alignment across funding streams and programs, establishing cross-system data capabilities, and providing technical assistance to regional partners. [To access the full report, &quot;Organizing for Success: California's Regional Education Partnerships,&quot; see ED574459.]
Equity and Assessment: Moving towards Culturally Responsive Assessment. Occasional Paper #29
Author: Montenegro, Erick
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Student Diversity,Evaluation Methods,Student Evaluation,Cultural Relevance,Culture Fair Tests,College Students,Educational Objectives,Formative Evaluation

As colleges educate a more diverse and global student population, there is increased need to ensure every student succeeds regardless of their differences. This paper explores the relationship between equity and assessment, addressing the question: how consequential can assessment be to learning when assessment approaches may not be inclusive of diverse learners? The paper argues that for assessment to meet the goal of improving student learning and authentically document what students know and can do, a culturally responsive approach to assessment is needed. In describing what culturally responsive assessment entails, this paper offers a rationale as to why change is necessary, proposes a way to conceptualize the place of students and culture in assessment, and introduces three ways to help make assessment culturally responsive.
Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Final Technical Report: Major Findings and Implications
Author: Hammond, Cathy
Date: 2013-04-00
Type: Reports - Research
Subjects: State Policy,Vocational Education,Longitudinal Studies,Program Effectiveness,High School Students,State Legislation,Educational Legislation,Outcomes of Education,School Counselors,Mixed Methods Research,Cohort Analysis,Surveys,Educational Change,Career Planning,Economic Factors,Program Implementation,Interviews,Focus Groups

This is the final technical report from the National Research Center for Career and Technical Education's (NRCCTE's) five-year longitudinal study of South Carolina's Personal Pathway to Success initiative, which was authorized by the state's Education and Economic Development Act (EEDA) in 2005. NRCCTE-affiliated researchers at the National Dropout Prevention Center at Clemson University investigated the extent to which EEDA facilitated the creation of programs of study/career pathways and whether these programs led to improved student high school and postgraduation preparation and planning. The study followed two student cohorts from a sample of eight high schools from economically and culturally diverse regions of the state. To create a broader understanding of EEDA's influence on schools, teachers, students, and the creation of programs of study (POS), various quantitative and qualitative data were collected and analyzed. Quantitative data included student outcome and survey data from the Classes of 2009 and 2011 and survey data from guidance personnel. Overall, researchers found that EEDA was having some positive impacts, including increasing career-focused activities at all schools and enhancing roles for guidance personnel. Surprisingly, schools with more challenging economic situations were more likely to embrace and fully implement programs of study/career pathways than schools with more resources. Researchers found mixed or contradictory results on associations between the development of programs of study/career pathways and student outcomes. The full technical report includes two technical appendices and recommendations for researchers, practitioners, and policymakers interested in transforming CTE--and future iterations of Perkins--through sector strategy-responsive collaborations between secondary, postsecondary, and business and systemic reforms of state policies and practices. [For the executive summary, see ED574465. For Technical Appendix A: Implementation of the Education and Economic Development Act, see ED574467. For Technical Appendix B, see ED574466.]
An Investigation of the Association between Teacher-Student Relations and School Adjustment Competencies in Turkey
Author: Koca, Fatih
Date: 2017-00-00
Type: Reports - Research
Subjects: Correlation,Student Adjustment,Teacher Student Relationship,Elementary School Students,Academic Achievement,Interpersonal Competence,Behavior Problems,Foreign Countries,Measures (Individuals),Rating Scales,Structural Equation Models,Questionnaires,Psychometrics,Regression (Statistics),Elementary School Teachers,Factor Analysis

In this study, the researcher examined the direct and indirect effects of student-teacher relationship, students' social skills, and behavioral orientation on students' academic competency in Turkish first-grade educational settings. For most Turkish children, the entry into first grade is their first formal schooling experience. Understanding how children negotiate this new experience and documenting the relationships that they build with teachers is crucial, considering that early teacher-child relationships have important long term implications for children's school success. The findings suggest that supportive teacher student relationships have a prominent impact on the development of academic and social competency. The implications for early childhood education and research are discussed.
Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Executive Summary
Author: Hammond, Cathy
Date: 2013-04-00
Type: Reports - Research
Subjects: State Policy,Vocational Education,Longitudinal Studies,Program Effectiveness,High School Students,State Legislation,Educational Legislation,Outcomes of Education,School Counselors,Mixed Methods Research,Cohort Analysis,Surveys,Educational Change,Career Planning,Economic Factors,Program Implementation,Interviews,Focus Groups

This executive summary outlines key findings from the final technical report of a five-year study of South Carolina's Personal Pathways to Success Initiative, which was authorized by the state's Education and Economic Development Act (EEDA) in 2005. The Personal Pathways initiative is a K-16, career-focused school reform model intended to improve student achievement and preparedness for postsecondary education and high-skill, high-wage, and high-demand jobs. EEDA was designed to achieve these results through a focus on career awareness and exploration at all school levels and through the creation of locally relevant career pathways and programs of study (POS). The goals of EEDA are closely aligned with those of the Carl D. Perkins Career and Technical Education Act of 2006, otherwise known as Perkins IV, which allowed researchers to conduct an examination of the effects of the Perkins Act in the context of a highly supportive state policy. The study's goals were to measure specific impacts related to the state policy and the development of POS; the study examined the policy in its early implementation years and in the context of high school. [For the full technical report, see ED574462. For Technical Appendix A: Implementation of the Education and Economic Development Act, see ED574467. For Technical Appendix B, see ED574466.]
Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Technical Appendix B
Author: Hammond, Cathy
Date: 2013-04-00
Type: Tests/Questionnaires
Subjects: State Policy,Vocational Education,Longitudinal Studies,Program Effectiveness,High School Students,State Legislation,Educational Legislation,Outcomes of Education,School Counselors,Mixed Methods Research,Cohort Analysis,Surveys,Educational Change,Career Planning,Economic Factors,Program Implementation,Interviews,Focus Groups

This Technical Appendix discusses how researchers from the National Research Center for Career and Technical Education (NRCCTE) conducted the five-year longitudinal study of South Carolina's Personal Pathway to Success initiative, which was authorized by the state's Education and Economic Development Act (EEDA) in 2005, and how they defined and constructed the variables used in the analyses. One of the major challenges the researchers confronted was using the available data to identify those CTE programs that met the Perkins IV definition for Programs of Study (POS). The six different definitions developed and applied are described. This report also contains several appendices including the Office of Vocational and Adult Education's (OVAE's) Design Framework for POS, a list of papers and presentations that emerged from the study, copies of data collection instruments, protocols for site visits and focus groups, coding schemes used for some variables, and eight figures discussed in the main report. Those readers who need only a brief summary of the methodology can find it in the main report. The following appendices are included: (1) OVAE Career and Technical Programs of Study: A Design Framework; (2) Papers and Presentations on Study Findings; (3) EEDA Policy Implementation and Study Timeline; (4) Spring 2009 Site Visit Protocols; (5) Fall 2009 POS Protocols and Measurement Tools; (6) School Guidance Personnel Surveys; (7) School Counselor In-Depth Follow-Up Phone Interview Protocol; (8) Student Engagement/POS Experiences Survey, with Frequencies; (9) Student Focus Group Interview Protocol; (10) EEDA Level of Implementation (LOI) Coding Scheme; (11) Study-Defined Perkins IV POS (POS4) Development and Identification; and (12) Analyses of Graduation Rates by Key Definitions of POS. [For the full technical report, see ED574462. For the executive summary, see ED574465. For Technical Appendix A: Implementation of the Education and Economic Development Act, see ED574467.]
Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Technical Appendix A: Implementation of the Education and Economic Development Act
Author: Hammond, Cathy
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Vocational Education,Longitudinal Studies,Program Effectiveness,High School Students,State Legislation,Educational Legislation,Outcomes of Education,School Counselors,Mixed Methods Research,Cohort Analysis,Surveys,Educational Change,Career Planning,Economic Factors,Program Implementation,Interviews,Focus Groups

This Technical Appendix is part of the report from the National Research Center for Career and Technical Education's (NRCCTE's) five-year longitudinal study of South Carolina's Personal Pathway to Success initiative, which was authorized by the state's Education and Economic Development Act (EEDA) in 2005. NRCCTE-affiliated researchers at the National Dropout Prevention Center at Clemson University investigated the extent to which EEDA facilitated the creation of programs of study/career pathways and whether these programs led to improved student high school and postgraduation preparation and planning. The study followed two student cohorts from a sample of eight high schools from economically and culturally diverse regions of the state. To create a broader understanding of EEDA's influence on schools, teachers, students, and the creation of programs of study (POS), various quantitative and qualitative data were collected and analyzed. This Technical Appendix contains the following chapters: (1) State and Federal Policy Framework; (2) Implementation of the Six Facets; (3) EEDA and the Development of Foundations for POS; (4) Guidance and Career-Focused Activities in Sample Schools; and (5) Assessment of EEDA Implementation. [For the full technical report, see ED574462. For the executive summary, see ED574465. For Technical Appendix B, see ED574466.]
Children Adopt the Traits of Characters in a Narrative
Author: Dore, Rebecca A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Young Children,Personality Traits,Modeling (Psychology),Literary Devices,Educational Experiments,Toys,Perspective Taking,Fiction,Stereotypes,Identification,Measures (Individuals),Correlation,Predictor Variables,Behavior Rating Scales,Regression (Statistics),Children,Intelligence Tests,Statistical Analysis

Adults adopt the traits of characters in narratives, but little is known about whether children do so. In Study 1, 7- and 10-year-olds (N = 96) heard a 2.5-minute recording about a professor or cheerleader. Reporting higher engagement in the professor narrative related to more time playing with an analytical toy (a Rubik's cube), whereas reporting higher engagement in the cheerleader narrative related to less time playing with Rubik's cube.However,although children were randomly assigned to a narrative, within condition children may have had preexisting personality differences causing them both to become more engaged in that narrative and also to behave more like that character afterwards. To control for this possibility, in Study 2 children (N = 104) were given perspective-taking or objective instructions. Interestingly, both instructions created higher engagement than in Study 1, resulting in main effects of narrative. Children in the professor condition, compared to those in the cheerleader condition, spent more time playing with Rubik's cube and self-reported higher levels of professor-relevant characteristics (e.g., smart, good at teaching). These studies show that, by the elementary school years and particularly when highly engaged in a narrative, children adopt the traits of a narrative's central character.