ethanporcaro/eric-fulltext-meta huggingface dataset:
2014 Guide to Calculating School Improvement Ratings for Alternative Schools and ESE Centers
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2014-07-00
Type: Guides - Non-Classroom
Subjects: Nontraditional Education,Educational Improvement,State Legislation,Student Needs,Rating Scales,Disability Identification,At Risk Students,Dropout Prevention,School Districts,Student Evaluation,Scores,Reading Achievement,Mathematics Achievement,School Effectiveness,Evaluation Methods,Accountability

The purpose of this technical assistance paper is to provide a description of the procedures used to determine school improvement ratings for alternative schools and ESE centers for the most recently completed school year. School improvement ratings are part of Florida's school accountability system, which originated with the Florida Legislature's passage of Assistance Plus (A+) legislation in 1999. Florida is one of the few states that can track student demographic information from year to year and is the first to track annual student learning gains based on the state's academic standards. School improvement ratings are calculated as defined in Florida Administrative Code Rule 6A-1.099822, under the authority of sections 1008.341 and 1008.345, Florida Statutes. Based on statutory criteria, alternative schools and ESE centers are identified by the Florida Department of Education with input from Florida's school districts. Once these schools are identified for the reporting year, the administration of each school is provided the opportunity to choose, for an annual accountability evaluation, either a regular school grade (using criteria applicable to traditional schools receiving school grades) or a school improvement rating (using criteria described in Rule 6A-1.099822) for the applicable reporting year. If the administration of an alternative school does not choose either option, the school will by default be assigned a school improvement rating. Schools that elect a school improvement rating in lieu of a school grade will have the rating based on a comparison of current-year and prior-year learning gains for eligible students in reading and mathematics. This paper contains two sections: I. Overview, and II. Process for Calculating School Improvement Ratings. These sections describe procedures for determining a school's final rating and are intended for audiences who are interested in the details of determining school improvement ratings for alternative schools and ESE centers. [This document was prepared by the Bureau of Accountability Reporting; Division of Accountability, Research, and Measurement.]
The Fact Book: Report for the Florida School District Adult and Technical Centers, 2013
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Adult Education,Technical Education,School Districts,General Education,Postsecondary Education,Tables (Data),Databases,Statistical Analysis,Public Schools,Student Characteristics,Enrollment Trends,Costs,Racial Differences,Ethnic Groups,Vocational Education,Apprenticeships,Graduation,Special Needs Students,Wages,Salaries,Educational Finance,Expenditures,Labor Force,Financial Support,Resource Allocation,Age Differences,Gender Differences,Adult Basic Education,High Schools,English (Second Language),High School Equivalency Programs

The principal purpose of the report for the &quot;Florida School District Adult and Technical Centers&quot; is to provide timely, accurate, and comparative information about the Florida School District Adult and Technical Centers System. This report is intended for use by people who are interested in data relevant to education in the School District Adult General Education and Postsecondary Technical Centers in Florida. The majority of the tables in the fact book are prepared by staff using the Workforce Development Information System (WDIS) student database. All statistical data used in this publication originates at Florida's 67 public school districts and is reported to Florida's Department of Education, Division of Accountability, Research, and Measurement (DOE/ARM). All financial data used in this publication is provided by the Florida Department of Education, Bureau of Accountability and Assessment. This information is used to comply with state and federal reporting requirements. This fact book is divided into the following categories: (1) Student Information, which includes program enrollment and program completions; and (2) Financial Information, which includes school district workforce expenditures. The following appendix is mentioned, but not included: Adult General Education Program/Course Numbers, 2011-12.
It Makes You Think: Learning Together. Think Global Thinkpiece Series
Author: Bowden, Rob
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Partnerships in Education,Global Education,Global Approach,Transformative Learning,Cooperative Learning,Professional Development

In this thinkpiece Rob Bowden argues that an East meets West project points the way for global learning to be truly transformative. The project has a simple premise--that there is much to be learned by bringing Eastern and Western perspectives and pedagogies together and that such a process not only nurtures a global learning disposition in/for/with young people, but is global learning in its own right.
2014 Guide to Calculating School Grades
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2014-07-00
Type: Guides - Non-Classroom
Subjects: Computation,Accountability,State Legislation,State Standards,Academic Standards,Public Schools,Educational Assessment,Academic Achievement,Reading Achievement,Mathematics Achievement,Science Achievement,Writing Achievement,Achievement Tests,Standardized Tests,Achievement Gains,High Schools,Elementary Schools,Student Evaluation,English Language Learners,Disabilities,School Districts,Home Programs,Hospitalized Children,Scores,Performance Based Assessment,Evaluation Methods

The purpose of this technical assistance paper is to provide a description of the procedures used to determine school grades for the 2014 school year. Florida's current school accountability system originated with state legislation passed in 1999 (the &quot;A+ Plan&quot;) and has been revised periodically to reflect increased standards and expectations for student performance. Florida is the first state to track annual student learning gains based on the state's academic standards. This paper contains two sections: the Overview (Section I) and the Process for Calculating School Grades (Section II). These sections describe a series of procedures for determining a school's final grade and are intended for knowledgeable audiences who are interested in the details of determining the school grades. A more general and concise description of the school grading system is found on the school grading &quot;guide sheet&quot; (see Appendix A). A summary guide sheet can also be accessed online at the applicable link at the bottom of the Florida School Grades website (http://schoolgrades.fldoe.org/). The following are appended: (1) Guide Sheet to Grading Florida Public Schools; (2) Data Sources (Additional Information); (3) Calculation of Common Scale Scores for EOC Assessment Learning Gains; (4) Applying Graduation Rate Points in High School Grades; (5) Test Dates (First Dates of Testing for FCAT 2.0 Reading, Math, and Science); and (6) Access Points Courses for Adjusting High School Acceleration Participation. [This document was prepared by staff in the Bureau of Accountability Reporting; Division of Accountability, Research, and Measurement.]
The Fact Book: Report for the Florida School District Adult and Technical Centers, 2014
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Adult Education,Technical Education,School Districts,General Education,Postsecondary Education,Tables (Data),Databases,Statistical Analysis,Public Schools,Student Characteristics,Enrollment Trends,Costs,Racial Differences,Ethnic Groups,Vocational Education,Apprenticeships,Graduation,Special Needs Students,Wages,Salaries,Educational Finance,Expenditures,Labor Force,Financial Support,Resource Allocation,Age Differences,Gender Differences,Adult Basic Education,High Schools,English (Second Language),High School Equivalency Programs

The principal purpose of the report for the &quot;Florida School District Adult and Technical Centers&quot; is to provide timely, accurate, and comparative information about the Florida School District Adult and Technical Centers System. This report is intended for use by people who are interested in data relevant to education in the School District Adult General Education and Postsecondary Technical Centers in Florida. The majority of the tables in the fact book are prepared by staff using the Workforce Development Information System (WDIS) student database. All statistical data used in this publication originates at Florida's 67 public school districts and is reported to Florida's Department of Education, Division of Accountability, Research, and Measurement (DOE/ARM). All financial data used in this publication is provided by the Florida Department of Education, Bureau of Accountability and Assessment. This information is used to comply with state and federal reporting requirements. This fact book is divided into the following categories: (1) Student Information, which includes program enrollment and program completions; and (2) Financial Information, which includes school district workforce expenditures. The following appendix is mentioned, but not included: Adult General Education Program/Course Numbers, 2012-13. [For the 2013 Fact Book, see ED564422.]
The Fact Book: Report for the Florida School District Adult and Technical Centers, 2015
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Adult Education,Technical Education,School Districts,General Education,Postsecondary Education,Tables (Data),Databases,Statistical Analysis,Public Schools,Student Characteristics,Enrollment Trends,Costs,Racial Differences,Ethnic Groups,Vocational Education,Apprenticeships,Graduation,Special Needs Students,Wages,Salaries,Educational Finance,Expenditures,Labor Force,Financial Support,Resource Allocation,Age Differences,Gender Differences,Adult Basic Education,High Schools,English (Second Language),High School Equivalency Programs

The principal purpose of the report for the &quot;Florida School District Adult and Technical Centers&quot; is to provide timely, accurate, and comparative information about the Florida School District Adult and Technical Centers System. This report is intended for use by people who are interested in data relevant to education in the School District Adult General Education and Postsecondary Technical Centers in Florida. The majority of the tables in the fact book are prepared by staff using the Workforce Development Information System (WDIS) student database. All statistical data used in this publication originates at Florida's 67 public school districts and is reported to Florida's Department of Education, Division of Accountability, Research, and Measurement (DOE/ARM). All financial data used in this publication is provided by the Florida Department of Education, Bureau of Accountability and Assessment. This information is used to comply with state and federal reporting requirements. This fact book is divided into the following categories: (1) Student Information, which includes program enrollment and program completions; and (2) Financial Information, which includes school district workforce expenditures. The following appendix is mentioned, but not included: Adult General Education Program/Course Numbers, 2013-14. [For the 2014 Fact Book, see ED564427.]
Thinking Differently about Difference. Think Global Thinkpiece 2012 Series
Author: Martin, Fran
Date: 2012-12-00
Type: Reports - Research
Subjects: Cultural Influences,Cultural Differences,Global Approach,Global Education,Student Diversity,Teacher Attitudes,Consciousness Raising,Social Attitudes,Case Studies,Cultural Awareness,Foreign Countries

In this thinkpiece Fran Martin looks at cultural similarity and difference within the context of global learning. The use of the words similarity and difference are often heard in the context of global learning. Drawing on academic theory, Martin, explores three different ways of thinking about cultural similarity and difference followed by a short practical example of a teacher study visit to the Gambia. Martin concludes by promoting a relational pedagogy for global learning in which educators listen, relate to and learn from multiple perspectives. This enables one fostering their own self-awareness and open-mindedness about difference before working with students to foster theirs.
Writing Culture and Cultures of Writing. Think Gobal Thinkpiece Series
Author: Appell, Lindsey
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Cultural Influences,Study Abroad,Exchange Programs,Cultural Awareness,Teaching Assistants,Fellowships,Attitude Change,Culture Conflict,College Faculty,Reflective Teaching,Educational Practices,Foreign Countries

In this Thinkpiece, the author, who is a Fulbright Teaching Assistant, examines what it really means to have mutual cultural exchange. She reflects on her experience as an American working in a university in Bucharest. In this paper she describes how some of her assumptions about academic life were challenged, and how being open to these challenges, and embracing the unexpected, helped her experience deep cultural change--and a richer international experience as a result.
Motivating the Core: A Values-Led Approach to Owning a Common Future. Think Global Thinkpiece Series 013
Author: Bowden, Rob
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Global Education,Motivation,Foreign Countries,Teacher Motivation,Ownership,Pilot Projects,Learner Engagement,Leaders,Leadership

This paper shares a selection of the context, insights and implications emerging from a pilot project &quot;Leading Through Values&quot; (LTV). The project took place across nine primary schools in the Midlands and focused specifically on nine active classes and their 210 learners. Pupils ranged from Year 2 to Year 6 and the active phase of the project was September 2012-April 2013. The focus of this paper is on exploring how the project motivated teachers to engage in critical values learning and to adapt their teaching and learning. Paramount to this was a carefully constructed learning journey, incorporating several inter-related theories, but all of the time being led by a consideration of values and their practical integration in the classroom. The paper begins with the context, setting out how the project emerged and touching on one or two of the theories and ideas driving it. It then shares some of the key insights to emerge from the active phase in schools, before reflecting on the implications of the project for those engaged, or with an interest, in global learning. The paper finishes with identifying how readers can contribute to, and learn further from, the ongoing work this project has spawned and its likely next steps.
Psychological Approaches within Sustainable and Global Learning. Think Global Thinkpiece Series 2013
Author: Sander, Jane
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Global Education,Global Approach,Child Development,Psychology,Psychotherapy,Psychological Patterns,Anxiety,Responses,Brain,Emotional Response,Readiness,Family School Relationship,Environmental Influences,Educational Environment,Foreign Countries

In this paper the authors explore what gets in the way of embedding a meaningful global learning curriculum and why some teachers and students find it difficult to engage with global issues. The authors use a psychodynamic model to try and make sense of what some global learning practitioners might find puzzling and frustrating. A psychodynamic model of the mind underpins the Grow2Grow programme at Commonwork. It has helped to understand why the troubled young people sometimes do things that appear to go against their best interests--for example not attending, or attending but behaving in ways that are very challenging for other young people and the staff on the programme. The authors believe that similar psychological processes can affect the way students, teachers and whole schools do or do not engage with the challenging issues in a global learning agenda. A psychodynamic model focuses on the way early infant developmental processes and experiences can affect our relationships, behaviour and choices. It highlights the way in which humans struggle with ambivalence and motivational conflicts based on a complex mix of desires, anxieties, defences and needs. The authors will start in this paper by introducing this model a little more, before exploring its implications for sustainable and global learning. Unlike any other mammal the human infant is born highly immature and totally dependent at first on maternal environmental care. Sixty percent of brain development happens post-natally. What do humans do as babies in the face of such total helplessness and dependence for survival on another? Psychoanalysts and child psychotherapists have observed that in the earliest phase of life infants utilise three basic defences to manage feelings of helplessness and terror: (1)the illusion of omnipotence (Winnicott 1960); (2) splitting (Klein 1935); and (3) projection (Klein 1935). The authors will briefly explain each of these because understanding these defences provides a way of understanding how as children and adults we manage any situation that provokes acute anxiety. They suggest that climate change, resource depletion, unjust economic practices and their consequences provoke just such anxieties because at some level humans know their own interests and even survival is at stake and dependent on forces largely outside ourselves, just like the infant in the hands of its primary carers. In the following narrative the authors frequently use the language of &quot;climate change&quot; as shorthand for a much fuller understanding of the forces and issues faced within global learning.
2013-14 Degree Completions by In-State Undergraduate Students
Author: State Council of Higher Education for Virginia
Date: 2015-01-12
Type: Reports - Evaluative
Subjects: Undergraduate Students,Public Colleges,Private Colleges,Academic Degrees,Comparative Analysis,Associate Degrees,Bachelors Degrees,In State Students,Trend Analysis,Geographic Location

The information presented in this report details degree completions by in-state undergraduates (ISUs) at Virginia public and private non-profit institutions in 2013-14. Presented are summaries of degree-award totals in the public and private sectors, comparisons to past years and to current estimates, and analyses of progress toward the degree goals of Top Jobs Act (TJ21). Data on individual institutions are shown in an appendix; data on out-of-state and graduate/professional students are footnoted. All these data, as well as those on completions of non-degree credentials, are accessible on the Research section of the State Council of Higher Education for Virginia (SCHEV) website (http://research.schev.edu/). The following tables are appended: (1) Public Institutions' Associate-Degree Awards to In-State Students, 2013-14; (2) Public Institutions' Bachelor-Degree Awards to In-State Students, 2013-14; and (3) Private Non-Profit Institutions' Undergraduate-Degree Awards to In-State Students, 2013-14.
Mid-Career Outcomes of Graduates of Virginia Institutions of Higher Education
Author: State Council of Higher Education for Virginia
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Colleges,Higher Education,College Graduates,Outcomes of Education,College Outcomes Assessment,Wages,Salary Wage Differentials,Educational Status Comparison,Employment Level,Educational Mobility,Occupational Mobility,Career Change,Midlife Transitions,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Educational Attainment

The State Council of Higher Education for Virginia (SCHEV) has produced new reporting tools of graduate wage outcomes out to twenty years post completion. These reports are available at the statewide level by program discipline (two-digit level of the Classification of Instructional Programs). It was found that reported wages increase by level of degree and that there is significant variation within degree levels by discipline. Technical and professional disciplines generally show higher wages than disciplines in the liberal arts and humanities. The range of difference is greatest for graduates of four-year baccalaureate programs. This is not unexpected as these degrees represent the majority of degree awards. The difference in wages earned in 2013 for the graduates of 1992-93 is significant--the median wages of the three disciplines with lowest wages are approximately half the median wages of the three highest. There is a similar pattern with master's degrees. As common wisdom suggests, bachelor's degrees in the discipline areas of engineering, computer science, and engineering technologies demonstrate the highest earnings over time. Education, English, and visual and performing arts demonstrate the lowest earnings. Associate degrees designed for transfer to four-year colleges lag behind the applied science associate degrees initially, but eventually outperform them in later years. The following is appended: Classification of Instructional Programs (CIP). Overall Outcomes for the Graduates of 1992-93 are presented in this report.