ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving up the Ladder: How Do States Deliver Quality Improvement Supports within Their Quality Rating and Improvement Systems? Brief
Author: Holod, Aleksandra
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: Educational Quality,Educational Improvement,Delivery Systems,Quality Assurance,Early Childhood Education,State Programs,Technical Assistance,Incentive Grants,Teacher Education Programs,State Standards,State Policy

As national attention has increasingly focused on the potential for high-quality early childhood education (ECE) to improve children's school readiness, states have developed quality rating and improvement systems (QRISs) to document the quality of ECE programs, support systematic quality improvement, and provide clear information to families about their child care choices. Nearly all states in the nation currently operate--or are planning to implement--some form of QRIS (QRIS National Learning Network, 2015). This brief discusses quality improvement supports, including their prevalence in state and regional QRISs, and key considerations for their implementation.
A Comparative Analysis of Educational Teaching in Shahnameh and Iliad
Author: Shahverdi, Elham
Date: 2018-01-12
Type: Reports - Descriptive
Subjects: Comparative Analysis,Content Analysis,Poetry,Poets,Literary Criticism,Literary Styles,Literature Appreciation,Ethical Instruction,Friendship,Social Values,Foreign Countries

Ferdowsi's Shahnameh and Homer's Iliad are among the first literary masterpieces of Iran and Greece. These teachings include the educational teachings of Zal and Roudabeh, and Paris and Helen. This paper presents a comparative look at the immortal effect of this Iranian poet with Homer's poem--the Greek blind poet. In this comparison, using a content analysis method, the effects of the educational teachings of these two stories are extracted and expressed, The results of this study show that the human and universal educational teachings of Shahnameh are far more than that of Homer's Iliad.
Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report
Author: Fletcher, Carla
Date: 2015-09-00
Type: Reports - Research
Subjects: Student Loan Programs,Colleges,School Counseling,Program Improvement,Professional Development,Holistic Approach,Marketing,Peer Influence,Data Analysis,Resource Allocation,Interdisciplinary Approach,Paying for College,Statistical Analysis,Surveys,Student Financial Aid,Interviews

Borrowing student loans can be confusing and intimidating, enough so that these feelings can influence how students go to college or whether they even enroll at all. Colleges have a responsibility to provide loan counseling to federal student loan borrowers--which, when done intently, can produce a potentially clarifying and empowering experience. The schools highlighted in this report (the fourth in a series of five from TG Research) have chosen to make extra efforts to make loan counseling more meaningful and effective: (1) Baldwin Wallace University; (2) Broward College; (3) El Paso Community College; (4) Northern Virginia Community College; (5) Ohio State University--Main Campus; (6) SUNY College of Environmental Science and Forestry; (7) University of South Florida--Main Campus; and (8) Western Technical College. [For the related reports, &quot;Informed or Overwhelmed? A Legislative History of Student Loan Counseling with a Literature Review on the Efficacy of Loan Counseling,&quot; see ED579985; &quot;From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report,&quot; see ED579880; &quot;A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report,&quot; see ED579881; and &quot;Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report,&quot; see ED579879.]
A Holistic View of Course Placement Decisions--Avoiding the HS GPA Trap
Author: Markle, Ross
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Holistic Approach,Student Placement,Decision Making,High School Students,Grade Point Average,College Students,Prior Learning,Evaluation Criteria,Student Motivation,Student Behavior,Academic Achievement,Student Characteristics,Educational Quality,Predictor Variables,Accuracy,Testing

As some colleges and universities experience low rates of student success, many point to the large number of students who are placed into and fail to complete developmental education courses. Research examining the efficacy of course placement tests has suggested that success rates would increase if students were placed more accurately. A recent study by the Community College Research Center (CCRC; Scott-Clayton, 2012) quantitatively demonstrates the inaccuracy of current course placement systems, suggesting that as many as 24% of students in math and 33% of students in English courses are misplaced. As a means of improving placement accuracy, the study recommends the use of expanded criteria, including background characteristics and high school GPA. This research assumes that these additional criteria capture student noncognitive factors, such as motivation or classroom behavior, that incrementally add to the prediction of student success. The authors agree that current means of course placement are insufficiently robust, and that the inferences they draw about students' likelihood of success are often limited. They also agree that improving course placement is critical to the long-term goal of improving student success and degree attainment. However, using student background characteristics alone, or in tandem with course placement tests, is problematic. In this report, the authors outline the theoretical and practical issues that come with using GPA or background characteristics, as well as propose a fairer, valid, and reliable method to expand placement criteria--using a standardized assessment of psychosocial factors.
Identifying Work Skills: International Approaches. Discussion Paper
Author: Siekmann, Gitta
Date: 2017-00-00
Type: Reports - Research
Subjects: Job Skills,Skill Development,Global Approach,Foreign Countries,International Studies,Educational Strategies,Strategic Planning,Educational Practices,Educational Objectives,Classification,Minimum Competencies,Employment Qualifications,Occupational Information,Data Analysis,Job Analysis,Learning Activities,Best Practices,Educational Policy,Governance,Educational Benefits,Information Management,Access to Information,Definitions

The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people seek to acquire contemporary and relevant skills to gain employment and retain transferable skills to maintain employment. The central purpose of this paper is to investigate how other nations or regions are dealing with these issues. What approaches are they taking to understanding the mix and dynamics of the skills attained by individuals and, more broadly, the totality of skills that in aggregate constitute a highly capable and adaptable labour force, one that supports firm viability and greater national productivity. This research has examined a range of initiatives and approaches being developed or in use in selected countries, including the United States, Singapore and New Zealand, and agencies/organisations; for example, the European Commission and the Skills for the Information Age Foundation. In doing so, it showcases the good practices used to ensure that occupational-level skills information remains current and widely accessible. [For &quot;Identifying Work Skills: International Case Summaries. Support Document,&quot; see ED579875.]
Identifying Work Skills: International Case Summaries. Support Document
Author: Siekmann, Gitta
Date: 2017-00-00
Type: Reports - Research
Subjects: International Studies,Position Papers,Case Studies,Job Skills,Skill Development,Educational Strategies,Strategic Planning,Educational Practices,Educational Objectives,Classification,Minimum Competencies,Employment Qualifications,Occupational Information,Data Analysis,Job Analysis,Learning Activities,Foreign Countries

The Organisation for Economic Co-operation and Development (OECD) is an intergovernmental economic organisation with 35 member countries, founded in 1961 to stimulate economic progress and world trade. The Organisation for works with countries to develop skills strategies tailored to specific needs and contexts. The Organisation prepared a global skills strategy outline over the period 2011 to 2013. Each national skills strategy country project offers a tailored approach to focus on the unique skills challenges, context and objectives of each country. Each project leverages OECD comparative data and policy analysis, fosters collaboration across ministerial portfolios and levels of government while engaging all relevant stakeholders--employers, trade unions, and civil society organisations. In its paper &quot;Towards an OECD Skills Strategy&quot; (OECD 2013), the OECD sets out the main issues which must be addressed by efficient and effective policies for skills formation and skills use. The majority of material in each of the 13 case summaries presented here has been lifted mostly verbatim from original sources. These sources are stated at the beginning of each case summary. [This document is an added resource for the report &quot;Identifying Work Skills: International Approaches. Discussion Paper&quot; which can be accessed in ERIC at ED579874.]
Independent Evaluation of California&apos;s Race to the Top: Early Learning Challenge Quality Rating and Improvement System. Half-Term Report
Author: Hawkinson, Laura E.
Date: 2015-08-00
Type: Reports - Research
Subjects: Competition,Early Childhood Education,Achievement Rating,State Standards,State Policy,Program Implementation,Goodness of Fit,Test Reliability,Test Validity,Alternative Assessment,Classroom Observation Techniques,Tables (Data),Evaluation Methods,Evaluation Criteria,Outcome Measures,Program Effectiveness,Program Evaluation,Quality Assurance,Content Analysis,Statistical Analysis

The first step in the Validity and Reliability Study summarizes the history and purpose of California's quality rating and improvement system (QRIS), reviews findings from other QRIS evaluation studies, and describes the approach to validating the system in California. The majority of this report focuses on providing context for the California QRIS and assessing the validity and reliability of the system. The structure of the study, including the thematic questions that organize the report, are presented in Exhibit 1. To provide context for the study, the researchers offer a snapshot of the status of the implementation of the QRIS using the Hybrid Rating Matrix and the issues and challenges faced by Consortia. To understand how well the QRIS defines quality, researchers reviewed the content of the Hybrid Rating Matrix, including an examination of the research base for the quality elements and rating approaches and common practices related to them across other QRISs. Researchers then conducted three activities to examine QRIS validity and reliability. To assess how well the QRIS functions as a measure of quality, the distribution of the ratings obtained from the Common Data Elements for the RTT-ELC QRIS, and the measurement properties of the rating were assessed. Drawing on their own classroom observations conducted for the study as well as data shared by the Consortia, researchers compared classroom observation scores for programs with different ratings to assess the degree to which the ratings capture quality differences as determined by an independent measure of quality. Sensitivity analyses were also conducted which compare the distribution and validity of ratings calculated using several different strategies including the local modifications to the Hybrid Rating Matrix that individual Consortia have adopted. Finally, the report summarizes the key preliminary findings of the validation study addressing six primary research questions and offering considerations for next steps.
Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature. OPRE Report 2011-5
Author: Zaslow, Martha
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Literature Reviews,Educational Quality,Quality Assurance,Preschool Education,Educational Change,Educational Objectives,Outcomes of Education,Outcome Measures,Intervention,Participation,Correlation,Schematic Studies

This literature review is one of multiple components to the Child Care and Early Education Quality Features, Thresholds and Dosage and Child Outcomes (Q-DOT) project. The overarching goal of this project is to examine existing evidence and provide new evidence on the issue of whether it is appropriate to move beyond the widespread assumption that children's outcomes improve linearly with improvements in overall quality in early childhood settings, to a more complex conceptualization that permits for the possibilities that (1) a certain dosage is needed before quality can be linked with child outcomes; (2) certain thresholds of early care and education quality need to be met before more positive outcomes for children are seen; and (3) the relationship between quality and child outcomes depends on the features of quality in relation to specific aspects of development (for example, whether young children's early literacy is better predicted by specific aspects of quality--such as amount and characteristics of adult speech to children--than by global measures of quality). This review is comprised of six sections: (1) background on the Q-DOT Project; (2) methodology of the literature review; (3) findings from previous research on dosage; (4) findings from the research on thresholds; (5) findings from the research on features; and (6) conclusion. The project is intended to progress through a series of steps building progressively towards design work for fielding a new study of dosage, thresholds, and features.
Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report
Author: Fernandez, Chris
Date: 2016-01-00
Type: Reports - Research
Subjects: School Counseling,Student Financial Aid,Student Loan Programs,Loan Repayment,Knowledge Level,College Students,Federal Aid,Federal Legislation,Online Courses,Access to Information,Colleges

To manage their loans effectively, U.S. postsecondary student loan borrowers must make a variety of important decisions that require significant knowledge and financial skills and entail considerable risk. Federal law requires colleges to provide student loan counseling to their federal student loan borrowers, but there is significant room for improvement in the ways that policy promotes better-informed borrowing. This report (fifth in a series of five from TG Research) summarizes the findings of four previous TG studies on the financial counseling research literature, the legislative history of student loan counseling, the on-the-ground borrower experience with online counseling, and the measures some institutions have taken to better counsel their student borrowers. It uses these findings to inform policy recommendations aimed at more effectively providing student loan borrowers with the knowledge and skills to borrow and repay their loans in a responsible manner best suited to their individual needs. [For the related reports, &quot;Informed or Overwhelmed? A Legislative History of Student Loan Counseling with a Literature Review on the Efficacy of Loan Counseling. Research Report,&quot; see ED579985; &quot;From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report,&quot; see ED579880; &quot;A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report,&quot; see ED579881; and &quot;Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report,&quot; see ED579872. This report was written with the assistance of Carla Fletcher, Kasey Dlepfer, and Jeff Webster.]
From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report
Author: Fernandez, Chris
Date: 2015-02-00
Type: Reports - Research
Subjects: Federal Legislation,Student Financial Aid,Student Loan Programs,Online Courses,Observation,Interviews,College Students,School Counseling,Coding,Student Attitudes,Student Behavior,Debt (Financial),Knowledge Level,Access to Information,Geographic Regions,Program Effectiveness

Legally mandated student loan exit counseling attempts to prepare borrowers of federal student loans for the repayment process; yet, researchers hypothesized that the online modules most borrowers use for this purpose have significant shortcomings. This report (the second in a series of five from TG Research) describes a study in which researchers observed, recorded, and interviewed student loan borrowers as they went through federally mandated student loan exit counseling using online counseling modules. By coding and analyzing data from these interviews, researchers identified how borrowers' attitudes and ideas about their loans, combined with different content and design factors, produce behavioral patterns that impair effective learning. Based on these findings, researchers offer recommendations for counseling module designers, financial aid practitioners, and policymakers. Three appendices are included. [For the related reports, &quot;Informed or Overwhelmed? A Legislative History of Student Loan Counseling with a Literature Review on the Efficacy of Loan Counseling. Research Report,&quot; see ED579985; &quot;A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report,&quot; see ED579881; &quot;Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report,&quot; see ED579872; and &quot;Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report,&quot; see ED579879. This article was written with the assistance of Carla Fletcher, Kasey Klepfer, and Jeff Webster.]
A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report
Author: Fernandez, Chris
Date: 2015-04-00
Type: Reports - Research
Subjects: Student Financial Aid,Student Loan Programs,School Counseling,Federal Aid,Online Courses,Program Effectiveness,Interviews,Observation,College Students,Coding,Surveys,Knowledge Level,Access to Information,Loan Repayment,Debt (Financial),Risk,Federal Legislation,Geographic Regions

Legally mandated student loan entrance counseling attempts to prepare first-time borrowers of federal student loans for this challenge; yet, researchers hypothesized that the online modules most borrowers use for this purpose have significant shortcomings. This report (the third in a series of five from TG Research) describes a study in which researchers observed, recorded, and interviewed student loan borrowers as they went through federally mandated student loan entrance counseling using online counseling modules. By coding and analyzing data from these interviews, researchers identified how different aspects of the modules, especially the topics they attempt to cover, fail to account for first-time borrowers' inexperience and learning needs. Based on these findings, researchers offer recommendations for counseling module designers, financial aid practitioners, and policymakers. Three appendices are included. [For the related reports, &quot;Informed or Overwhelmed? A Legislative History of Student Loan Counseling with a Literature Review on the Efficacy of Loan Counseling. Research Report,&quot; see ED579985; &quot;From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report,&quot; see ED579880; &quot;Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report,&quot; see ED579872; and &quot;Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report,&quot; see ED579879. This article was written with the assistance of Carla Fletcher, Kasey Klepfer, and Jeff Webster.]
Social Networks Users: Fear of Missing out in Preservice Teachers
Author: Gezgin, Deniz Mertkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Preservice Teachers,Social Media,Mass Media Use,Mass Media Effects,Incidence,Questionnaires,Handheld Devices,Likert Scales,Fear,Sense of Community,Social Psychology,Gender Differences,Age Differences,Ownership,Time Perspective,Foreign Countries,Statistical Analysis

As mobile computing and smartphones become an integrated part of our lives, the time individuals spend on social networks has significantly increased. Moreover, a link has been established between the uncontrolled use of social networks to the development of undesirable habits and behaviors including addictions. One such behavior, namely, fear of missing out (FOMO) is of particular interest and concern especially because of the widespread use of smartphones and computers, and thereby extensive use of social networks by the younger generation. This study establishes the relationships between FOMO and various social networks in an attempt to identify the problematic use of social media in Turkey and discover variables relevant to FOMO. The main objective of the study is to examine the prevalence of FOMO in preservice teachers. A total number of 363 preservice teachers on various academic courses were employed for the purpose of this study. The design was a survey which utilized a standardized questionnaire on FOMO together with a demographic questionnaire to explore the impact of the usage of smartphones and social networks by preservice teachers. The data were analyzed using descriptive statistics, independent samples t-tests, and analysis of variance (ANOVA). The overall findings of the study showed that the spread of FOMO amongst preservice teachers is at intermediate level. Significant differences were also found between groups based on gender, age, and usage of social networks. Furthermore, data from males were indicative of higher FOMO levels than female preservice teaches and again, under 21s were found to have higher levels of FOMO compared to the other age groups. A significant relationship was reported between being online on social networks throughout the day and active use of social media over seven hours, and FOMO. Furthermore, preservice teachers using Twitter, Instagram, Swarm, or Snapchat have increased levels of FOMO. Implications are discussed within current models.