ethanporcaro/eric-fulltext-meta huggingface dataset:
Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students
Author: Hamilton, Rashea
Date: 2018-01-00
Type: Reports - Research
Subjects: Academically Gifted,Disadvantaged Schools,Elementary School Students,Elementary Schools,Hierarchical Linear Modeling,Low Income Students,Mathematics Achievement,Poverty,Probability,Reading Achievement,Regression (Statistics),School District Wealth,Statistical Analysis,Talent Identification

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Further, school poverty predicts the percentage of gifted students identified in a school. Within-districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted. [This article was published in &quot;Gifted Child Quarterly&quot; v62 n1 p6-24 Jan 2018 (EJ1163395).]
Invest to Improve: The Cybersecurity Talent Deficit
Author: Business-Higher Education Forum
Date: 2017-00-00
Type: Reports - Research
Subjects: Information Security,Talent,Information Systems,College Students,Talent Development,Employers,Public Agencies,Higher Education,Partnerships in Education,School Business Relationship,Surveys,Administrator Attitudes,Business,Salaries,Education Work Relationship,Job Skills,Career Development

&quot;Invest to Improve: The Cybersecurity Talent Deficit&quot; provides recommendations for cybersecurity stakeholders--employers, government agencies, and higher education institutions--to enable regional partnerships to meet today's cybersecurity skills needs. This report combines data from a 2017 Gallup survey of business executives and higher education leaders with jobs analyses from Burning Glass Technologies, as well as, for the first time, detailed student demographic and wage data--following them from their college studies to the cybersecurity profession. The findings of this report document the need to develop new approaches to nurture cybersecurity talent in an era in which employers from all sectors must protect their information and systems from extraordinary levels of risk.
A Framework for Re-Envisioning Mathematics Instruction for English Language Learners
Author: Council of the Great City Schools
Date: 2016-12-00
Type: Guides - General
Subjects: Mathematics Instruction,English Language Learners,Student Needs,Teaching Methods,Educational Quality,Educational Practices,Language Proficiency,Instructional Materials,English for Academic Purposes,Assignments,Mathematical Concepts,Concept Formation,Communication Skills,Scaffolding (Teaching Technique),Student Evaluation,Faculty Development,Educational Technology,Technology Uses in Education

The overarching purpose of this document is to define a new vision for mathematics instruction that explicitly attends to the needs of English Language Learners (ELLs), addressing the interdependence of language and mathematics. The sections in this report are devoted to (1) making clear that the grade-level college- and career-readiness mathematics standards are for ALL students, including ELLs, ELLs who require special education services, and any other students who face learning challenges in mathematics related to language needs; (2) articulating a theory of action in which ELL academic achievement improves when teachers provide all students with grade-level instruction, requiring a high caliber of materials and lessons that present high cognitive demand; (3) identifying and providing instructional principles and practices designed to address the language demands in the new standards for mathematics that may pose challenges for students who are developing both English proficiency and academic language in mathematics; and (4) providing criteria for the selection of instructional materials for mathematics that attend to academic language development and the language demands of the new standards for mathematical practices, so that ELLs and other students with language-related needs have access to grade-level content and practices as set by these standards. This document is designed for educators who are teaching mathematics to ELLs, whether in mainstream/general education classes, in self-contained classes for ELLs, or in other instructional contexts. It may also be used by teachers of students who have a high-incidence disability (e.g., Specific Learning Disability) and an Individualized Education Plan (IEP), or who have unfinished learning in mathematics due to language-related needs. This document is meant to be a useful guide for anyone who is involved in the design, development, and/or selection of curriculum, materials, and resources, whether in a district's central office or at the school level.
Indicators of Success: A Guide for Assessing District-Level Implementation of College- and Career-Readiness Standards
Author: Council of the Great City Schools
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: School Districts,College Readiness,Career Readiness,Academic Standards,Program Implementation,Program Evaluation,Goal Orientation,Resource Allocation,Outreach Programs,Parent School Relationship,School Community Relationship,Curriculum,Instruction,Professional Development,Student Evaluation,Data

This document is designed as a self-assessment tool for districts to gauge their progress in implementing college- and career-readiness standards. This tool was primarily designed to help central office leaders and staff assess implementation at a systems level. Each section provides a core set of leading questions, along with descriptions of what it might look like to be &quot;on track&quot; or &quot;off track&quot; in these areas and possible sources of evidence districts could use to determine where they fall on the continuum. As such, these descriptions provide bookend measures of strong and weak implementation, and can be used to create a graded scale in order to quantify a district's progress. The challenge is to not only read and identify commonalities in the descriptions of what being &quot;on track&quot; toward standards implementation might look like, but to also carefully study the &quot;off track&quot; descriptions and determine whether your district practices reflect any of these features as well, and what it will take to constructively address these gaps in process or practice.
Outsourced to China: Confucius Institutes and Soft Power in American Higher Education. A Report by the National Association of Scholars
Author: Peterson, Rachelle
Date: 2017-04-00
Type: Reports - Research
Subjects: Foreign Countries,Institutes (Training Programs),Case Studies,Power Structure,Academic Freedom,Personnel Selection,Educational Finance,Financial Support,Reputation,Universities,Intellectual Freedom,Accountability,College Instruction,Laws,Outsourcing,Contracts,Chinese,Second Language Instruction,Asian Culture,Cultural Education,Educational Administration,Administrative Organization

Since 2004, the Chinese government has planted Confucius Institutes that offer Chinese language and culture courses at colleges and universities around the world--including more than 100 in the United States. These Institutes avoid Chinese political history and human rights abuses, portray Taiwan and Tibet as undisputed territories of China, and educate a generation of American students to know nothing more of China than the regime's official history. This is a study of the 12 Confucius Institutes in New York and New Jersey. It examines China's soft power influence through American higher education, and reveals new data on China's funding, hiring, and academic freedom policies.
Two Decades of Funded Research Goals and Achievements on Inquiry by the High Ability and Inquiry Research Group (HAIR) at McGill University
Author: Gube, Maren
Date: 2018-02-03
Type: Reports - Research
Subjects: Foreign Countries,Educational Research,Educational Objectives,Academic Ability,High Achievement,Educational Finance,Inquiry,Gifted,Preschool Education,Elementary Secondary Education,Educational Psychology,Annotated Bibliographies,Conferences (Gatherings),Journal Articles,Publications,Cognitive Processes,Expertise,Creativity,Problem Solving,Metacognition,Ambiguity (Context),Social Development,Emotional Development,Self Efficacy,Cultural Differences,Learning Theories,Constructivism (Learning),Knowledge Base for Teaching,Higher Education,Instructional Design,Learning Strategies,Educational Practices,Outcomes of Education

From the 1990s until 2017 the High Ability and Inquiry Research Group (HAIR) at McGill University in Montreal, received C$1.3M in research funds from Canadian, Quebec, and US agencies to support its research and graduate training in education and educational psychology. Their research encompassed two principal areas, Inquiry in Education and Gifted Education, from preschool to higher education. This report summarizes the goals of the funded research on Inquiry in Education, presents an overview of what was achieved relative to each of the goals 1. The Psychology of Learners' and Teachers' Understanding of and Engagement in Inquiry 2. Building and Sustaining Inquiry: Facilitating Inquiry in the Classroom 3. Creating a Toolbox for Research and Evaluation of Inquiry Learning and Instruction and lists the 229 published books, chapters, conference proceedings, journal articles, dissertations, and theses, as of December 31, 2017, each with an annotation or abstract. Over 40 publications in preparation are also listed. This report is intended as an archival record of the work of the research group.
The Effect of Power Sources Used by Lecturers in Class Management on the Pre-Service Teachers&apos; Perceptions of Fairness Regarding Their Learning Environment = Ögretim Elemanlarinin Sinif Yönetiminde Kullandiklari Güç Kaynaklarinin Ögretmen Adaylarinin Ögrenme Ortamlarina Yönelik Adalet Algilarina Etkisi
Author: Hosgörür, Tugba
Date: 2016-00-00
Type: Multilingual/Bilingual Materials
Subjects: Classroom Techniques,Preservice Teachers,Student Attitudes,Justice,Student Surveys,Correlation,Foreign Countries,Statistical Analysis,Gender Differences,Power Structure,Scores,Instructional Program Divisions,Intellectual Disciplines,Multiple Regression Analysis

The purpose of this study is to determine the effect of the power sources used by lecturers in class management on pre-service teachers' perceptions of fairness regarding their learning environment. The sample of the study, which was designed in the correlational survey model, consists of 455 pre-service teachers studying at Mugla Sitki Kocman University. The data were collected through the application of the &quot;Fair Learning Environment Scale&quot; and the &quot;Lecturers' Power Sources Scale&quot;. In the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis was used. Based on the findings, it was seen that pre-service teachers perceive their learning environment as a medium level of fair in general and they think the lecturers use legitimate power the most. Pre-service teachers' opinions regarding their fair learning environments and the power sources used by their lecturers do not significantly differ according to &quot;gender&quot; variable but they do differ according to class and department variables. The power sources used by lecturers explain 57% of the total variance of the respectful partnership dimension and 46% of the total variance of the systemic fairness dimension of the fair learning environment. The use of personal power and information power by the lecturers leads to an increase in pre-service teachers' perceptions of fairness and the use of coercive power leads their fairness expectations to decrease. [Article is provided in both English and Turkish.]
Adult Training and Education: Results from the National Household Education Surveys Program of 2016. First Look. NCES 2017-103rev
Author: Cronen, Stephanie
Date: 2018-02-00
Type: Numerical/Quantitative Data
Subjects: Adult Education,Educational Attainment,National Surveys,Certification,Credentials,Postsecondary Education,Work Experience Programs,Employment Level,Individual Characteristics,Ethnic Groups,Gender Differences,Job Skills,Occupations,Racial Differences,Statistical Analysis,Tables (Data),Wages

This First Look report provides selected key findings on adults' attainment of nondegree credentials (licenses, certifications, and postsecondary certificates), and their completion of work experience programs such as apprenticeships and internships. This version of the report corrects an error in three tables in the originally released version (September 2017). The row header for occupational field in tables 1, 2, and 5 had incorrectly described the estimates as restricted to employed adults. This version corrects that error to specify that the estimates are for adults who were ever employed. All estimates presented in the original report remain unchanged. [For the first edition, see ED575844.]
Investing in America&apos;s Data Science and Analytics Talent: The Case for Action
Author: Business-Higher Education Forum
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Data Collection,Data Analysis,Job Skills,Surveys,Business,Higher Education,Skill Development,Supply and Demand,Role,Lifelong Learning,Change,Interdisciplinary Approach,Data,Employment Qualifications,Decision Making,Problem Solving,Financial Support,Educational Finance,Information Technology,Interpersonal Competence

Increasingly US jobs require data science and analytics skills. Can we meet the demand? The current shortage of skills in the national job pool demonstrates that business-as-usual strategies won't satisfy the growing need. If we are to unlock the promise and potential of data and all the technologies that depend on it, employers and educators will have to transform. This joint report from BHEF and PwC provides groundbreaking data science and analytics market intelligence informed by a Burning Glass Technologies workforce analysis and real-time survey data of business and higher education leaders from Gallup. The findings of this report document the emergence of the hybrid economy, in which companies in all sectors have become increasingly digital-intensive organizations. It also recommends eight actions for change to put the supply of skills in balance with the demand.
Participatory Culture as a Model for How New Media Technologies Can Change Public Schools. WCER Working Paper No. 2016-7
Author: Halverson, Rich
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Public Schools,Technology Uses in Education,Educational Change,Influence of Technology,Models,Access to Computers,Access to Information,Social Media,Media Literacy,Educational Practices,Educational Strategies,Student Projects,Learning Activities,Elementary Secondary Education,Educational Innovation,Student Developed Materials

Students who have mastered the ability to create their own learning environments have an advantage over students who rely on traditional environments to structure their learning. Students who understand how to use new tools for school learning typically do not pick up these skills at school--they learn from the habits of parents and peers who work in knowledge fields (Watkins, 2013). Widespread access to many innovations in the digital world has great promise in engaging all students in 21st century learning, but without the active role of schools to remediate the class distinctions, the participation gap will continue to widen in ways that reflect social inequalities. This paper addresses the gap between the potential of new media tools for transforming learning in and out of schools and the school commitment to technologies that support testing and accountability. The authors argue that the gap between schools and digital worlds can be &quot;intentionally bridged&quot; if affordances of widely used new media environments and tools, such as makerspaces, video games, citizen science, fantasy sports and youth media arts organizations are matched with needs that traditional schools often struggle to meet. Matching affordances with needs means that educators do not have to invent entirely new approaches to teaching and learning. Rather, they can leverage learning practices widely used outside schools to answer questions raised by teachers and learners in schools. The authors propose the idea of &quot;participatory culture&quot; as a robust model for how to think about the emerging practices of learning in digital media spaces. The participatory culture framework helps to make sense of learning in and out of schools, and points toward viable paths to integrate the best of new media experience into contemporary school design.
Supporting Excellence: A Framework for Developing, Implementing, and Sustaining a High-Quality District Curriculum. First Edition
Author: Council of the Great City Schools
Date: 2017-06-00
Type: Guides - Non-Classroom
Subjects: Curriculum Development,Curriculum Implementation,Urban Schools,Public Schools,Educational Quality,Alignment (Education),School Districts,College Readiness,Career Readiness,Academic Standards,Elementary Secondary Education,Curriculum Evaluation

In the ongoing effort to improve instructional standards in our nation's urban public schools, the Council of the Great City Schools has released resources to help districts determine the quality and alignment of instructional materials at each grade level; to ensure that materials for English language learners are rigorous and aligned to district standards; to help districts provide targeted professional development for teachers, principals, and district staff; to assist districts in their outreach to parents, the media, and the community; to coordinate the adoption and implementation efforts of various central office departments and stakeholder groups; and to self-assess their progress in implementing college- and career-readiness standards systemwide. In the summer of 2016, the Council of the Great City Schools gathered a team of school and district academic leaders, along with representatives from Student Achievement Partners (SAP), to develop a curriculum reference tool that lays out the criteria for developing a coherent curriculum aligned to district- and state-defined college- and career-readiness standards and capable of guiding instruction in the district. The teams also met in smaller groups to discuss key components of a quality curriculum and to address issues of implementation. Based on these discussions, as well as the experience and expertise Council staff have developed over the years working with scores of academic departments in large urban districts, this guide aims to present instructional leaders and staff with a core set of criteria for what a high-quality curriculum entails. This guide includes annotated samples and exemplars from districts around the country. It also provides actionable recommendations for developing, implementing, and continuously improving upon a district curriculum, ensuring that it reflects shared instructional beliefs and common, high expectations for all students, and that it focuses the instructional work in every school throughout the district.
School Climate Improvement Action Guide for Community Partners. School Climate Improvement Resource Package
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Environment,Educational Improvement,School Community Relationship,Intervention,Stakeholders,Educational Benefits,Educational Planning,Cooperative Planning,Leadership,Progress Monitoring

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines how community partners can support school climate improvements. Organizations and individuals can partner with schools in many different ways--from delivering or coordinating direct services to students and families inside or outside the school, to offering students opportunities to participate in activities such as afterschool programming or internships, to working with schools to provide space for events or donations. Although most of the action steps within this document can be completed by all community partners, some action steps can be done only by individuals or organizations that deliver direct services (e.g., mental health supports and physical health interventions) to students and families, but not by others. In those cases, action steps are marked with an asterisk (*). [For the complete resource package, &quot;Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017,&quot; see ED578926.]
IDRA Newsletter. Volume 44, No. 10, November-December 2017
Author: Goodman, Christie L., Ed.
Date: 2017-00-00
Type: Collected Works - Serial
Subjects: Partnerships in Education,Leadership Training,Leadership Effectiveness,Transformational Leadership,Teacher Recruitment,Teacher Persistence,English (Second Language),Educational Change,Student Development,Principals,Elementary Secondary Education,Educational Administration

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Principal Leadership and includes: (1) The Power of Partnerships in the Pursuit of Leadership Development to Transform Schools (Nilka Avilés, Joanelda De León, and Jesse Jay McNeil); (2) How Transformational Leaders Develop a Growth Mindset for Student Success (Nilka Avilés, Gerald Sharp, and Kristin Grayson); and (3) Leadership for ESL Teacher Recruitment and Retention (Kristin Grayson). (References for individual articles can be found online.) [Note: The volume number (Vol. 10) indicated on the PDF is incorrect. The correct volume number for this newsletter is Vol. 44.]