ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Experiential Learning through Work-Based College Coursetaking: Evidence from Transcript Data Using a Text Mining Technique. CCRC Working Paper No. 131
Author: Zhou, Rachel Yang
Date: 2023-02-00
Type: Reports - Research
Subjects: Experiential Learning,Internship Programs,Practicums,Two Year Colleges,Undergraduate Study,Outcomes of Education,Career Readiness,Education Work Relationship,Employment Potential,Females,College Students,Income,Gender Differences,Age Differences,College Graduates,Employment Level

Experiential learning is critical to a smooth transition from higher education to the workforce. Work-based college courses, such as internships and practicums, may be useful in facilitating this transition. This paper applies an innovative text mining technique to identify and analyze work-based courses from transcript data. The paper examines patterns and post-degree labor market outcomes of taking work-based courses at two-year and four-year colleges in a large public college system. Findings show that approximately 15% of enrollees and 30% of graduates took a work-based course in the six years after college entry. Students typically earned credits from work-based courses, and they typically took the courses in later years of their programs. Moreover, work-based coursetaking varied largely across fields of study as well as colleges. While there was no significant racial disparity, female students, students who were younger at enrollment, and U.S.-born students were more likely to take the courses than their counterparts. Results show a positive association between work-based coursetaking in college and the probability of being employed after degree completion among both two-year and four-year degree completers, a positive association with post-degree earnings among four-year completers, and a negative association with post-degree earnings among two-year completers.
Multidisciplinary Development of Sustainable Education
Author: Bunyatova, Fatma Khanim
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Interdisciplinary Approach,Sustainable Development,Technology Uses in Education,Human Body,Physical Health,Mental Health,Health Education,Dropouts,Health Promotion,Program Implementation,Learning Processes,Teaching Methods,Thinking Skills,Skill Development,Foreign Countries,Creativity,Intelligence Tests,Elementary Secondary Education,Models,Test Results,Program Effectiveness

The reason for the interest in the use of learning technologies that protect health in education is not to harm the physical and psychological health of learners in the process of training and education. After the creation of new types of innovative educational institutions, the knowledge load of learners increases, the increasing learning load can disrupt the normal development of students' central nervous system, vision, musculoskeletal system. This seriously harms the health of students. Only 5-15% of school leavers are healthy. To partially eliminate this problem, the project &quot;Healthy Education-Healthy Nation&quot; is being implemented in Azerbaijan to develop education. During the implementation of the project, its goals were expanded psycho-pedagogically in a local school. The goal was to develop students' thinking while maintaining their health. To achieve this goal, changes were made in the learning process: (1) The purpose of training was replaced by the purpose of learning; (2) Active training was replaced by constructive learning; (3) The structure of the knowledge of programs is based on a complete and fuzzy model; and (4) Tasks that ensure the operational development of student thinking, price criteria were created to measure the level of development. The article reflected the work done within the project. [For the full proceedings, see ED626585.]
What Makes Them Leave? Retaining and Graduating Black Males at Lincoln Prairie University
Author: Carty, Karen M.
Date: 2023-00-00
Type: Dissertations/Theses
Subjects: College Students,African American Students,Blacks,Males,Academic Persistence,School Holding Power,Graduation Rate,Predominantly White Institutions,Educational Change,Change Strategies,Influences,Educational Environment,Dropout Prevention

In the United States, Black male students graduate at a significantly lower rate than other student groups, with 38.6% of Black males graduating in six years from four-year institutions and just 21% when time is reduced to four years. This qualitative action research case study used a focus group interview with six participants to understand the factors related to Black male student retention and graduation at Lincoln Prairie University (LPU) (pseudonym), a private, predominantly White Midwestern institution. The study also sought to determine what actions LPU could take to increase the retention and graduation rates of its Black male students. Past research pointed to several factors that had both positive and negative influences on Black male student retention, including campus climate, feelings of isolation, racism and microaggressions, academic performance, the availability of financial assistance, and peer and mentor support systems. The campus climate theoretical framework was used to organize this study and connect it to existing literature. Findings suggest that when campus administrators understand their campus climate and continually improve campus operations, Black male students can persist to graduation. The findings also point to the importance of fully supporting Black male students on campus by making them feel heard, seen, and included and limiting racism and microaggressions. With the appropriate levels of academic and social support, a healthy campus climate, and a constantly improving campus, Black male students can achieve academic success, be retained from year to year, and ultimately graduate. To improve retention and graduation rates, campus administrators should focus on increasing the diversity of campus employees, supporting open and honest conversations about racial issues, and using all available resources to promote Black activities on campus.
Protecting Students&apos; Civil Rights: The Federal Role in School Discipline
Author: Cardichon, Jessica
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Student Rights,Civil Rights,Federal Government,Government Role,Equal Education,Educational Legislation,Educational Policy,Presidents,Discipline,Legal Responsibility,Zero Tolerance Policy,Inclusion,Racism,At Risk Students,Students with Disabilities,State Government,Local Government,Elementary Secondary Education,Preschool Education,Educational Environment,Evidence Based Practice,School Districts

Today's education landscape, including how students experience school, can reflect pervasive educational inequities. Past federal administrations and congresses, recognizing their critical role in addressing inequality, often acted to address disparities and violations of students' civil rights that had been left unresolved by states and districts. In addition to legislation, presidential administrations have several other tools at their disposal that allow them to play a significant role in ameliorating educational inequalities. These include issuing federal guidance, regulations, and statements of administration policy, as well as use of an administration's investigative powers, data collection and dissemination, and budgetary requests. The extent to which administrations have chosen to leverage these opportunities to advance civil rights has changed over time. Some administrations have chosen to take strong action not only to enforce protection under the law, but also to prevent instances of discrimination from arising. The Obama administration issued guidance on civil rights and school discipline that described how schools can meet their legal obligations under federal law to administer student discipline without discriminating against students on the basis of race, color, or national origin, which the Trump administration chose to rescind. This report examines how this shift in the federal role in education could affect protections of students' civil rights in the area of school discipline. The report discusses the underlying research that has been used to inform and identify best practices for supporting student behavior and achievement and keeping schools safe, the progress that has been made using research-based best practices, and the consequences of the administration's decision to roll back this guidance for productive approaches to school discipline.
Educational Leadership for Development of Structural Plans, Cultural Diversity, Curriculum Standards, and Faculty Engagement
Author: Maddah, Hisham A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Leadership,Decision Making,College Administration,Leadership Role,Educational Quality,Cooperation,Creativity,Innovation,Equal Education,Student Needs,Student Interests,Standards,Outcomes of Education,Caring,Leadership Styles,College Faculty,Institutional Mission,Universities,Foreign Countries

Educational leaders need to be able to make outstanding decisions for planning, organizing and directing others. Herein, we discuss the impact of educational leadership in developing structural plans, cultural diversity, curriculum standards, and faculty engagement. Cultural diversity remains as an unresolved issue, but student's negative attitudes associated with their differences in background and culture can be overcome with a proactive structure (prevention rather than cure!). University leaders should seek better learning environments through diversification to foster collaboration, creativity, equality, and innovation. Pre-planned curriculum standards and class outlines are critical to have a high quality education. A research-based and/or a coursework-based program can be carefully chosen according to the student's needs (interests) prior to the implementation of such planned standards. Well-established standards must be periodically assessed to achieve expected outcomes. Approachable, honest, caring, inspirational, and respectful leaders promote faculty engagement to incorporate their experiences. The strategy of &quot;telling benefits&quot; and &quot;speaking academic&quot; are useful and effective to engage faculty in the ongoing activities and assessments. The leadership plan and the role of leaders must be both utilized to identify the deficiencies and the interests of current students; hence, achieving the educational organization's mission, intended goals, and student success from the engagement. [For the full proceedings, see ED626585.]
Evaluation and Quality Assurance for Higher Education in Morocco: The ANEAQ as the Main Actor
Author: Oustous, Omar
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Strategic Planning,Higher Education,Educational Quality,Quality Assurance,Competition,Foreign Countries,Educational Change,Universities,Educational Improvement,Institutional Evaluation,Public Agencies,Agency Role

The Moroccan higher education has undergone several attempts of reform. the latest being the adoption of a framework law based on the 2015-2030 strategic vision of the Higher Education Council in which evaluation is placed at the center of the reform. Thus, competition and competitiveness in the field of higher education at the national and international levels have prompted Moroccan universities to integrate evaluation into their continuous improvement process through strategic projects, cooperative or even voluntary initiatives, either partially or for the whole university, covering all domains or focusing on specific ones. The National Agency for Evaluation and Quality Assurance of Higher Education and Scientific Research (ANEAQ) is an autonomous instance in charge of evaluating the higher education system to guarantee its quality. Its field of action covers all national institutions and training programs. Despite this enormous scope of action and the difficulties encountered, it has been able to promote a quality culture and harmonize the practice of institutional evaluation through the implementation of the national reference system covering all the institution's activities. This article highlights the importance of evaluation and quality assurance in the Moroccan higher education sector, explores the scope of action and the role played by ANEAQ, and provides some ways for improving the evaluation process. [For the full proceedings, see ED626585.]
International Students Mobility -- Ten Years of Experience at the Faculty of Medicine of the University of Coimbra (2009-2019)
Author: Dourado, Marília
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Students,Student Mobility,Masters Degrees,Medical Education,Clinical Experience,Internship Programs,Hospitals,International Education,International Cooperation,Institutional Cooperation,Educational Quality,Undergraduate Students,Foreign Countries,Educational Cooperation,Study Abroad,Universities

Since 1987, Faculty of Medicine of the University of Coimbra (FMUC) has been engaged in mobility programs, making efforts to encourage and support the internationalization of its students. Mobility programs are designed to strengthen the dimension and quality of the Higher Education, to encourage transnational cooperation between Universities, to improve transparency and academic recognition of studies and qualifications. The objective of this paper is to present a report on the evolution of mobility of the FMUC undergraduate students in the period between 2009 and 2019. A descriptive report was carried out. During this last decade, the FMUC has dealt with mobility applications from 1,500 incoming and 1,350 outgoing students to attend both classes and clinical traineeships as part of their Master's Degrees in Medicine. In the academic year 2015-2016 there was an increase in the number of applications, coinciding with the introduction of clinical internships in hospitals. The top countries where the FMUC sent students (538); and from where it received students (978) were, Italy, Spain and Brazil. In Portugal, the FMUC is one of the main medical schools with the largest number of students attending mobility programs, which has contributed to fostering the internationalization of undergraduate medical students' training. [For the full proceedings, see ED626585.]
Inequitable Opportunity to Learn: Access to Advanced Mathematics and Science Courses
Author: Leung, Melanie
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Equal Education,Access to Education,Advanced Courses,High School Students,Algebra,Calculus,Chemistry,Physics,Mathematics Education,Science Education,Educational Policy,Educational Opportunities,Public Agencies,Civil Rights,Educational Resources,Student Experience,Race,Ethnicity,Student Characteristics,Disproportionate Representation,Minority Group Students,Low Income Students,Institutional Characteristics,College Preparation,Career Development,Social Differences,Enrollment Trends

&quot;Inequitable Opportunity to Learn: Access to Advanced Mathematics and Science Courses&quot; is the second in a series of Learning Policy Institute reports analyzing data primarily from the U.S. Department of Education's Civil Rights Data Collection (CRDC). This report uses the most recent CRDC data from 2017-18. The CRDC includes data on a variety of information sources pertaining to school resources and student experiences, including student access to advanced courses in mathematics and science. These data are reported overall and disaggregated, including by race/ethnicity. They shed light on the extent to which inequities in opportunities to learn exist at the school level--and how these differentials produce disparities at the state and national levels. To examine historically underserved students' access to advanced courses, this report documents the extent to which high schools serving large percentages of students of color and students from low-income families offer Algebra II, Advanced Math, Calculus, Chemistry, and Physics courses. The report also compares these course offerings to those at schools with lower percentages of these students. This analysis, which includes national and state information, demonstrates that schools with high proportions of students of color and students from low-income families are less likely to offer the advanced mathematics and science courses needed to prepare for a college and career path. The report concludes with policy recommendations for closing achievement gaps in advanced mathematics and science course offerings. [For &quot;Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers,&quot; see ED603398. For &quot;Pushed Out: Trends and Disparities in Out-of-School Suspension,&quot; see ED626581.]
Changes in Preschool Classroom Quality: The Timing of Rating Matters
Author: Taub, Amy
Date: 2023-02-00
Type: Reports - Research
Subjects: Educational Change,Educational Quality,Preschool Education,Educational Policy,Policy Formation,Coaching (Performance),Preschool Teachers,Federal Programs,Low Income Students,Program Development,Early Childhood Education,Educational Improvement,Decision Making,Faculty Development,Outcomes of Education,Preschool Curriculum,Prediction

Many early care and education (ECE) institutions--including Head Start, state quality rating and improvement systems (QRIS), and school district pre-K programs--use classroom quality observations in their quality improvement or monitoring processes. As many states expand their ECE programs, they grapple with questions about how best to use data from quality observations, which are typically conducted once a year at most. This brief presents results from a study that examined levels and patterns of change in classroom quality over a school year, and the way those changes vary by different quality dimensions. The study is based on data from the Expanding Children's Early Learning (ExCEL) Quality project, which assessed two different approaches to improving classroom quality. The findings suggest that practitioners and policymakers should carefully consider the timing and number of quality ratings when making decisions about how to improve programs and monitor processes. This brief examines how biweekly ratings by teachers' coaches of three dimensions of classroom quality--structural, interactional, and instructional quality--changed over the course of the study (which occurred from September 2019 through March 2020). It addresses two research questions: (1) How do different dimensions of quality change over time? and (2) How do changes in the three dimensions of quality differ based on the curricular and professional development approach? The larger ExCEL Quality study was designed to examine how curriculum combined with professional development helps teachers improve classroom quality and maximize improvements in children's outcomes.
Infants and Toddlers Experiencing Homelessness: Prevalence &amp; Access to Early Learning in Twenty States
Author: SchoolHouse Connection
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Homeless People,Infants,Toddlers,Early Childhood Education,Access to Education,Child Development,Enrollment Rate,Child Care,Early Intervention,Federal Programs,Social Services,Low Income Students,Educational Legislation,Equal Education,Federal Legislation,Outreach Programs,Barriers

Homelessness is a traumatic experience with long-term consequences, particularly for infants and toddlers in their most critical stages of development. Yet homelessness among young children is hidden. Lack of shelter, fear of having children removed from parental custody, and restrictive eligibility criteria for housing programs mean that most young children experiencing homelessness stay in places that are not easily identified. To date, the only data on the number of young children experiencing homelessness is from the U.S. Department of Education, which estimates that approximately 1.3 million children under the age of six experienced homelessness in 2018-2019. However, these data are not disaggregated by age, and, therefore, the prevalence of homelessness amongst the very youngest -- infants and toddlers -- has thus far been unknown. In order to prevent longer term impacts, awareness and action must be increased to support expecting parents, as well as infants and toddlers experiencing homelessness. A first step in doing so is understanding the prevalence of homelessness in this age range, and the gaps in their access to high-quality early learning programs. This report describes the prevalence of homelessness among infants and toddlers in twenty states that have formed broad-based coalitions to move prenatal-to-3 priorities forward; gaps in access to early learning programs; and recommendations for increasing enrollment and support.
Closing the Digital &quot;Skill&quot; Divide: The Payoff for Workers, Business, and the Economy
Author: Bergson-Shilcock, Amanda
Date: 2023-02-00
Type: Reports - Research
Subjects: Technological Literacy,21st Century Skills,Labor Market,Labor Needs,Adult Education,Job Skills,Job Training,Economic Impact,Labor Force Development,Access to Computers,Access to Education,Equal Opportunities (Jobs),Disproportionate Representation,Employment Experience

Even before the coronavirus pandemic began, policymakers, businesses, and workforce advocates were already recognizing that workers were not being replaced by robots, but rather, being called upon to work hand-in-glove with rapidly evolving technology. When the pandemic struck, millions of U.S. companies hustled to change how they did business. Nearly every worker suddenly had to contend with new digital demands -- even those in frontline, essential roles. The impact of the digital skill divide became more acute, weighing disproportionately on workers of color and smaller businesses struggling to survive a tumultuous economy. Now -- as leaders design labor market policies to drive a thriving and inclusive economy -- it is imperative to understand this digital transformation. This report takes a first-ever look at the demand for digital skills in the U.S. economy, as measured by a dataset of 43 million &quot;Help Wanted&quot; ads posted during 2021. The findings in this analysis are unequivocal: (1) there is overwhelming demand for digital skills in the labor market; (2) many workers have not had sufficient opportunity to build such skills; (3) public investments in workforce development and education are especially vital; (4) closing the digital skill divide has major payoffs for businesses; and (5) closing the digital skill divide can also generate economic benefits for individual workers and the broader economy. [This report was written with Nye Hodge.]